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Naturally, children want to learn. We humans are wired this way.


When a child enters a classroom, we adults wholeheartedly assume children are available, ready and willing to learn but in reality, things are not always this way.  Children (and adults alike), all carry an invisible backpack and in it, different life experiences and challenges. Physical, mental and emotional challenges like complex family dynamics, intricated social relationships, past negative educational experiences or learning difficulties, all of which have a huge potential to reduce their natural availability and desire to learn.

Educators might see these challenges shaped as a student regularly and abruptly interrupting when someone else is speaking, or constantly defying the teacher’s authority and the rules of the classroom, the development  of  challenging social interactions, difficulty with the engagement of bodies into cooperating with work, or lack of motivation and disengagement with school and school work. 


No matter how it manifests, as and Adlerian I believe that a misbehaving child or a child who is not engaged, is a child  who is asking for help. By closely working with teachers and administrators, the students' availability and motivation to learn can be restored, and they, along with their teachers, empowered to be their best. 

To learn more about how Classroom Management can help your educational setting, please contact me.

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