Handling Students with Anger Management in Multicultural School - Essay Example

ANGER MANAGEMENT By Location Handling with anger management in multicultural school Introduction Teachers in multicultural schools face many challenges and demands in classrooms trying to build a friendly relationship among multicultural students. Such teachers are supposed to understand the teaching strategies and content to enable them to come up with lessons that satisfy the needs and requirements of the diverse students. Teachers in multicultural schools must use various anger management strategies that will help boost the achievement of the students while they are simultaneously developing positive affiliations among those students who are facing anger challenges. Research findings show that the number of schools that accommodate multicultural students will continue to increase in the UK. Moreover, the growing number of diverse students in our schools and educational systems reflects many violent incidents in multicultural schools. As a result, this leads to incarcerated youth in the country. Almost all multicultural school administrations are developing and implementing antiviolence school strategies in all school processes, giving opportunities for teachers, parents, guardians, and student involvement. Difference in cultural beliefs have been for a long time termed out as a one of the great obstacles and cause of anger in education settings. This not only refers to different cultures among the students, but also between teachers and students. Multiculturalism is not only a barrier in learning outcomes, but also a barrier in trying to maintain sound relationships among students. A multicultural environment causes misunderstanding among the students and slows down the ability of learning compared to other schools(Regoli, Hewitt &Delisi 2014, p. 34). As a result, this hinders the students the ability of learning from the teachers’ point of view. This is because in a multicultural school it is always time consuming and difficult for the students understand what they are being taught due to anger from violence arousing from misunderstanding. In addition, this results in students and teachers losing confidence as well as patience. Literature review Researches indicate that actions of teachers in a multicultural school have more impact on the achievement of the students compared to community involvement, assessment plans, and staff collegiality (Schmidt 2003, p. 67). Additionally, in a multicultural school, a large part of actions of teachers involve anger management. Anger management in multicultural schools is critically essential for middle year students because there is a possibility of them experiencing declines in self-esteem and academic decline due to anger caused by misunderstanding (Cummings 2010, p. 24). Researchers indicate that, these academic deteriorations can be linked multicultural impacts mainly anger among the students, which negatively affect students-teacher relationship. One of the major keys to successful anger management in multicultural schools is the development of sound relationships among the students and between the learners and their teachers. Studies show that, multicultural schools that have quality students’ relationships have fewer cases of violence. Teaching in a multicultural school is very complex and teachers in such environments need to establish quality anger management strategies (Twachtman-Cullen &Twachtman-Bassett 2011, p. 45). These anger management strategies will help teachers win the hearts of the students. This perspective is based on the fact that teachers who implement anger management strategies such as quality relationships, experience fewer cases of violent classroom behaviours and quality academic outcome. Proposed anger management strategies Counsellors and psychologists are normally asked about the quality anger management strategies that can be applied in a multicultural school. Anger is one of the common emotions to many students. Every student in a multicultural school feels angry sometimes due to cultural differences that lead to misunderstanding. Some leaners feel angry due to poor performance, losing his or her toy, parents fighting, and death of a relative or a friend. Although anger is good, it has negative impacts when a student is unable to manage his or her anger (Regoli, Hewitt &Delisi2014, p. 47). Educating students in a multicultural school on how to control anger and cope with others is in most cases not included in the school curriculum. However, school administrators should understand that anger management is one of the essential things that are positive to multicultural environment. Teaching teachers how to handle anger with anger management strategies is vital because it creates a safe and successful learning environment (Grossman 2003, p. 78). Anger in multicultural environment comes as a result of things like frustration and implementing simple anger management strategies to help students feel successful in their classrooms. Classroom structure- teachers who structure their classrooms helps the learners know what they expect every day. Although this is not a necessary anger management procedure, the strategy helps the students feel confident. On the opening day, teachers should be careful to set rules and objectives for the whole year. Through adherence to rules and regulations of cooperation, respect, and consideration, leaners understand what the teachers expect from them and their expectations from the teachers. Cooling-off strategies- when a teacher senses that a certain is being frustrated, the teacher should try to take the student from the frustrating situation. This will help give the student a cooling time. When a teacher notices a student who is frustrated or getting angry, he or she should try to remove that student from that situation. Simply taking the student out for a talk or allowing him or her to go the restroom, often gives the students enough time to think about the situation in an objective manner and return back to classroom with a cool head. Teachers should act as a behaviour model- it is the duty of teachers to demonstrate essential anger management strategies. When working with students who are angry, they should try to model good behavior. A teacher should try to show the students that they are accountable for their actions and feelings. Good listener- if a student is angry, the teacher should try to be a good listener. When a student is angry, the teacher should give him or her a conducive venue to enable him or her express himself or herself. This makes the student feel that there is somebody listening to their problems thus allowing them calm down faster (Page & Page 2015, p. 67). A teacher should always try to make eye contact as well as showing the students that they understand they feelings, even if they disagree with them. Creating a communication system- if a certain student is having frequent problems, the teacher should discuss the issues with the student and also try to talk with his or her parents. Sometimes, the behaviour of some students are direct results of the problems they experience at home. By involving the parents, a teacher and the parents can work collaboratively thus helping the student find a solution to the problem (Campbell 2012, p. 56). Everyone gets angry at some point. Therefore, it is essential for students to understand that they are angry or upset and explore the causes of their anger. Teachers in multicultural schools should understand that the curriculum does not only involve teaching, but also anger management that helps students to learn how to control their emotions and deal with problems. It is advisable for teachers in multicultural schools have several anger management strategies to enable dealing with anger issues effectively. Conclusion Efforts to improve education performance in multicultural schools must on establishing anger management strategies. This is because difference in cultural beliefs have being for a long time termed out as a one of the great obstacles and cause of anger in education settings. Therefore, it is essential for multicultural schools’ administration to establish and implement quality anger management strategies to help students control their emotions and challenges. Implementing the above discussed anger management strategies will not only aid in improving students’ academic performances, but also helping them manage their anger. Bibliography Campbell, D 2012,Discipline without anger: a new style of classroom management, Lanham, Md, R & L Education. Cummings, CB 2010,Winning strategies for classroom management, Alexandria, Assn Supervn&Curr Dev. Grossman, H 2003,Classroom Behavior Management for Diverse and Inclusive Schools, Lanham, Rowman& Littlefield Publishers. http://public.eblib.com/choice/publicfullrecord.aspx?p=1342727. Page, RM, & Page, TS 2015,Promoting health and emotional well-being in your classroom. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=667372. Regoli, RM, Hewitt, JD, &Delisi, M 2014,Delinquency in society. Burlington, MA, Jones & Bartlett Learning. Schmidt, TM 2003,Anger management and violence prevention: a group activities manual for middle and high school students, Minneapolis, Johnson Institute. Twachtman-Cullen, D, &Twachtman-Bassett, J 2011,The IEP from A to Z: how to create meaningful and measurable objectives, San Francisco, Jossey-Bass. Read More