Explaining The Motives Of Behaviors Must Be Taken With Caution

The behaviour policy outlines several procedures for dealing with inappropriate behaviour. Firstly verbal warnings are given, and the child is given chance to apologise and choose to change their behaviour. Sanctions for continued bad behaviour can escalate from time spent on the thinking chair/ missed playtime, to being sent to a senior member of staff. In cases of extreme bad behaviour or physically violence a log will be noted into the class behaviour book and parents will be informed. Sustained inappropriate behaviour may lead to a behaviour agreement, discussed with the parents and child present where the child will promise to change their behaviour. Breaking this agreement, or other very extreme cases may lead to exclusion from school, which will be handled by the head teacher.

Now I see that a lot of children spend their time at home or at after school activities that don’t involve a lot of movement. According to Child

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

However, handling and disciplining a special child have no difference in setting up rules and discipline. Considering their culture, and understanding student’s individuality, they are also individual who needs respect and more guidance to make their behaviour acceptable in society. Though they also learn in different ways and in different rate, still it is important to employ various strategies for helping a special child learn how to appropriately behave in the classroom. Such as positioning myself near my student, catching her eye, or gently touching her shoulder is my way of bringing her back to focus and I found out that those are effective strategy, a subtle reminder that I’m aware of her actions. Verbally reminding the student how to act appropriately or inviting him/her to make an appropriate choice is

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

As a practitioner, it is important you deal with unwanted behaviour in a calm manner. This is because children and young people will copy what they see as their behaviour is affected by others around them. For example, if the practitioner shouts at the child saying play nicely or say go to the carpet for time out then the child will copy this behaviour and tell other children off. If adults show conflict then children and young people will get frightened and confused. This can also lead for the child to have unwanted behaviour. For example, if the parents be aggressive when dealing with conflict then the child is going to feel scared and confused on what is going on. It is important that practitioners and parents reassure the child and allow

One of the first things that Ms. Anderson should do is to change the classroom layout and environment for Howard. First, he should have particular seating by Ms. Anderson which is near the whiteboard, but far away from high movement areas, for instance, entryways, pencil sharpeners, or windows. She should create an area where she can provide individual instruction for Howard. Especially, surround Howard with peers who are helpful and not confrontation. He needs a defined space where he can work on class work. Having Howard follow a checklist throughout the school day will help him stay organize with class work, more focus on instruction time, and less distracted with any classmates.

As stated by the article, "Plain Talk about Dealing with the Angry Child", be ready to show affection sometimes all that is needed for any angry child to regain control is a sudden hug or other impulsive show of affection. The first move by a parent is to see what causes their children to be triggered. Once the problem is found, the guardian can help the child using the methods stated in the essay to find a solution. Parents should act "sincere when dealing with children" ("The Role of Discipline"). Not only does paying attention to the minor solve the emotional issue, but also shows the child that the parent cares heavily for them. In moderation, showing attention to the child can give a boost of moral confidence and a feeling of perseverance in himself or herself. The boost of morale and perseverance becomes very crucial when encountering a task that causes children to feel vexed and disgruntled. Parents should "appeal directly to the child" ("Plain Talk about Dealing with an Angry

Gustavo started Kindergarten this year, and he struggles academically. In pre-school, it was detected that Gustavo was not retaining most of the educational material, and he received additional support. He currently has an IEP, and his teacher voiced concern that he is not progressing at the expected pace. In terms of behaviors in the classroom, the teacher reported that Gustavo is mostly compliant and responsive to expectations; however, he struggles with attention span and is fidgety. The teacher decided to assign him special seating closer to her, so she could redirect him.

If the teacher notice that the child is becoming emotionally disturbed then the teacher will take them into a quiet room to enquire if they are worried about something, so managing the situation into a proactive way. when conflict arises more suddenly, it is also wise to take the child into a quiet place to talk to the teacher without audience. The teacher always need to calm themselves and try to appear confident and they should not try to argue or glare to the child. Dropping an eye contact to the child is also helpful. For example in reception there are two sections, if the two pupils are always fighting in class, one of them will be moved into another section. Moving the other child in a different room can help prevent the two pupils from fighting.

As a supervisor at the Royalton MAP program, a before and after school child care program offered through the Elementary school, I see multitudes of different kids: kids who interact well with others, with a small group of friends, with one single friend, those who choose not to interact at all, and those who do not know to interact appropriately with others. Managing these different kinds of kids can be very difficult. It requires an understanding from me as to why they play with the students they do, why something might have happened, and how to get to the bottom of it. The students who do not know how to play with others are the most difficult to manage. If an argument occurs between them and another student, they use violent words and physical actions to communicate their emotions because most times they do not know how to express them. A perfect example of this kind of student, was Oliver Clemens at the beginning of the 2016-2017 school year.

In view of the above, Andres needs a personal care provided or learning coach after school hours to work on his behavior issues. He also needs respite services for weekend and vacations. As of now, outings and vacations are not possible, limiting the family social interactions. Examples of Andres behaviors during outings are: screaming in stores, trying to run away, running towards moving cars in parking lot, touching people that walk by, spitting, etc.

A student was talking while you were trying to present your lesson. The first step would be to evaluate the goal of the misbehavior. Was the student doing this for attention? If that is the reason behind the behavior, then the student would be attention-seeking. Next step would be to provide interventions based on the goal. If the child is seeking attention, the child may need attention; catch them being good or

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.

I like your explanation about how all people have the right not be harmed by anyone without their consent. Also, you have mentioned that no one has the right to be tortured or to be cruel to. I agree with both sentences; however, I do not totally agree with the last sentence. It would be a difficult process for someone to stay away from going to public places. For example, people need gas to drive their cars, food to eat, church to attend, and many more. Your idea is great, but, I think it would be too difficult to maintain. Could you please elaborate on the whereabout of the four other female situation? Thank you for sharing your unethical action the class.