Ideally, the classroom is a place where everyone is valued and accepted. In reality, this is seldom the case. Some children seem to be socially gifted – they know how to work and play with others and for the most part, they are popular and well liked. For other, less fortunate children, the social world of the classroom, and perhaps more importantly, the playground is a black hole. They don’t know the unwritten rules that others seem to know without being told and therefore are constantly breaking them – which leads to being left out, or worse, actively disliked. Rejected children are not only unhappy, they are also more likely to be bullied and to develop aggressive tendencies themselves. How can we, as teachers help these children? Here are some ideas to consider.
Rejected and neglected
First, it is helpful to keep in mind that children with poor social skills generally fall into two categories. Rejected children are actively disliked by their peers. They tend to behave in ways that make them difficult to be around. They may dominate games, they may cheat or refuse to share, they may name call or manipulate. Neglected children are not actively disliked, they just aren’t noticed. They are often shy and withdrawn and because they don’t put forth the effort to make friends, they may not have any. A neglected child may also just be really different in the why he or she behaves – not aggressive or offensive, just so different that other children don’t really understand and relate to that child. At the bottom of this post is a way to identify neglected and rejected children in in your class.
One friend makes a world of difference
Just having one friend can make such a difference in the life of a rejected or neglected child. Try pairing these kids up with particularly kind children. Pairing two neglected kids together could also work, but avoid pairing a rejected and a neglected child together. Perhaps a friendship will blossom. One thing that can help is to find something that a rejected or neglected student has in common with another student as a starting point. Perhaps they both enjoy a particular video game or are both interested in endangered animals. Generally, both rejected and neglected children do better in one-on-one situations than in groups.
Entering a group is an important skill
Imagine a group of children are playing a game at recess. Another child wants to play too. Here is what successful children do when entering a group:
- They watch the group for a few minutes to understand the dynamics and the game being played. Then they jump right in taking a small role in the game. For example if it is an informal game of kickball, they take an outfield position. They do not demand to play one of the bases or to be the next one to kick.
- They may simply ask to play, but they do so either without conditions, or they offer to play a part that is not very desirable For example if the game is an imagination game and no one wants to be a minor character, the new new player may offer to play that part. They also happily take their place at the end of the line if it is that kind of a game.
- Enter the game and demand to play the best position or part of the game or for it to be his or her turn next or ask for “cuts” from other players in line.
- Enter the game and then try to change the rules to a version he or she likes better.
- Enter the game and complain about the way the game is being played or about how another player is playing.
- Enter the game and cheat or dominate the game.
- Stand near the game watching, but never enter the game or ask to join it.
If your school is blessed enough to have a counselor that can help with social skills training, by all means take advantage of it. Perhaps the parents would be open to suggestions that they find a counselor privately. Once child’s social reputation has been established, it is very difficult to change, but not impossible.