what are the various problems faced by a kindergarten teacher while teaching those naughty ones?

Answer 1

Parents. As much as they deny it, poorly behaved children typically arise from bad parenting. If the parents have attitudes and won't help or think kids will be kids, the child won't change.

Answer 2

Well, I assess my students in social studies however, overall, students don't take this subject seriously. It stands to reason because the 'powers that be' don't either. Our students fail standardized tests every year with low marks because the system is designed to concentrate on READING AND MATH. They always put neatly to the side the box of "Science and Social Studies". The fact that a timeline is involved - names, dates and places, make it difficult for students who don't want to study or memorize the material. It also involves reading maps and graphs, etc and students tend to shy away from those too. Finding intricate ways to enhance the program and lessons, create activities that students will enjoy AND learn and benefit from can be challenging to a teacher. I have a book entitled: "Everything You Wanted To Know About History, but Didn't Ask" It is great! It has an introduction to each segment of history with activities and questions. I always start by asking my students KWL questions and giving them journal topics that they have to write about. Though history is more than the gore - I found that my students loved the movie "300". What a way to introduce Spartan and Athenian history to them! We had too much fun finding out about the armory they wore, the food they ate, etc. Students' final projects were to build their own versions of the helmets, etc for display. It was wonderful!!!!! So, you can have some challenges, but you really have to show love to the subject you teach if you are going to get your students to buy into it.

Answer 3

Mouthy, bratty kids. Kids these days are spoiled and have become so needy and bratty. They needed to grow up when I did, most of this would be stopped.

Answer 4

Misbehavior, disrespect for authority, distraction.

Answer 5

Temperance -"Teachers can best serve this cause by reaching both the intellect and the souls of children. The public schools alone cannot banish the curse of alcohol and narcotics; but it has been, is now, and ever will be a powerful ally to the other forces which are perceptibly diminishing the evils of those great foes to the human race."

The Hero, who is usually the oldest child, is characteristically over-responsible and an over-achiever. The Hero allows the family to be reassured it is doing well, as it can always look to the achievements of the oldest son or daughter as a source of pride and esteem. While the Hero may excel in school, be a leader on the football team or a cheerleader, or obtain well-paying employment, inwardly he or she is suffering from painful feelings of inadequacy and guilt, as nothing he or she does is good enough to heal his family's pain. The Hero's compulsive drive to succeed may in turn lead to stress-related illness, and compulsive over-working. The Hero's qualities of appeasement, helpfulness and nurturing of his or her parents may cause others outside the family to remark upon the child's good character, and obtains him or her much positive attention. But inwardly, the Hero feels isolated, unable to express his or her true feelings or to experience intimate relationship, and is often out of touch with his or her own sources of spirituality.

The Scapegoat, who is often the second born, characteristically acts out in anger and defiance, often behaving in delinquent ways, but inwardly he or she feels hurt in that the family's attention has gone to the Dependent or the Hero, and he or she has been ignored. The Scapegoat's poor performance in school, experimentation with drugs, alcohol, and promiscuous sexuality, flaunting of the conventions of society, or involvement in adolescent gangs or criminal activity may lead him or her to be labeled the family's problem, drawing attention away from the Dependent's addiction. This behavior can also be seen as a cry for help, and it is often the delinquency of the Scapegoat that leads the entire family into treatment. The acting out behavior of the Scapegoat may bring with it substance abuse or addiction to alcohol or drugs, early pregnancy for which he or she is not prepared, or incarceration. The hostile and irresponsible attitude of the Scapegoat may lead him or her into accidents, or acts of violence against others or self. The attitude of defiance may lead him or her to do poorly in school, effecting future employment and the opportunity to earn an adequate income. The Scapegoat's cleverness and manipulation may be used to engage in leadership of peer groups, or in the invention of schemes of dubious legality, or outright criminality, to earn a livelihood. Though the Scapegoat may develop social skills within his or her circle of peers, the relationships he or she experiences tend to be shallow and inauthentic. The Scapegoat, cast in the role of a rebel, may have lost touch with his spiritual potentials and morality, as well.

The Lost Child role is characterized by shyness, solitariness, and isolation. Inwardly, he or she feels like an outsider in the family, ignored by parents and siblings, and feels lonely. The Lost Child seeks the privacy of his or her own company to be away from the family chaos, and may have a rich fantasy life, into which he or she withdraws. The Lost Child often has poor communication skills, difficulties with intimacy and in forming relationships, and may have confusion or conflicts about his or her sexual identity and functioning. These children may be seen to seek attention by getting sick, asthma, allergies, or by bed-wetting. Lost Children may attempt to self-nurture by overeating, leading to problems with obesity, or to drown their sorrows in alcohol or drug use. The solitude of a Lost Child may be conducive to the development of his or her spirituality and creative mental pursuits, if the low self-esteem and low does not shut down all efforts at achievement. The Lost Child often has few friendships, and commonly has difficulty finding a marriage partner. Instead, he or she may attempt to find comfort in his or her material possessions, or a pet. This pattern of escape may also lead him or her to avoid seeking professional help, and so may remain stuck in his or her social isolation.

The Mascot role is manifested by clowning and hyperactivity. The Mascot, often the youngest child, seeks to be the center of attention in the family, often entertaining the family and making everyone feel better through his or her comedy and zaniness. The Mascot, in turn, may be overprotected and shielded from the problems of life. Inwardly, the Mascot experiences intense anxiety and fear, and may persist in immature patterns of behavior well into adulthood. Instead of dealing with problems, the Mascot may run away from them by changing the subject or clowning. The Mascot uses fun to evoke laughter in his or her circle of friends, but is often not taken seriously or is subjected to rejection and criticism. The Mascot commonly has difficulty concentrating and focusing in a sustained way on learning, and may develop learning deficits as a result. The Mascot also may fear turning within or looking honestly at his or her feelings or behavior, so he or she may be out of touch with his or her inner feelings, and his or her spirituality. The frenetic social activity that the Mascot expresses is in fact often a defense against his or her intense inner anxiety and tension. The inability to cope with the inner fear and tension leads many Mascots to believe they are going crazy. If this inner anxiety and desperation not addressed, it is not uncommon that a Mascot may slip deeper into mental illness, become chemically dependent, or even commit suicide.

A special case is the only child. An only child in an alcoholic family may take on parts of all of these roles, playing them simultaneously or alternately, experiencing overwhelming pain and confusion as a result.

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