My Senior Block Experience : John The Crier ( Who Claims Foul )

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

In the movie The Breakfast Club, five seemingly different adolescents are assigned Saturday detention where they learn that although they each fit a particular stereotype, they all have the same characteristics, but they are expressed differently because they have different experiences, strengths and weaknesses that makes them who they are. In the movie, Bender is the “criminal”, Brian is the “brain” and Allison is the “psychopath.” Each of their situations, strengths and weakness are similar to students that are in our classrooms currently or we may have in our classrooms in the future. For each student it is important to understand their learning differences and as a teacher, how I can use their strengths to help them become

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

Parental emotion-related coaching, responsiveness, parental positive demandingness are related to a child’s emotional intelligence, while negative demandingness is related to children’s lower emotional intelligence (The Family Journal, 2013). Some parents do not have a clue how to teach their children the appropriate way to use good social skills. This consist of interacting with peers, and family, by using good eye contact, subtle cues, or other social signals Taylor & (Francis Group, 2009). Maci has low self-esteem and should always feel wanted, needed, and valued. While she is attending school, it is expected to be welcoming, calm, and a positive environment. Maci’s teacher and mother should take every opportunity to

John says he is excited about his school and all his friends. John’s parents express that John seems to do well, at school and home, on days when he feels like he can and is able to participate, in his general education classroom. Also, John’s teacher notices his behavior is better, and he has fewer meltdowns, when other students are patient, include him in their group work and play with him at recess. John has one friend that is very helpful. He can calm John down sometimes before he escalates. John’s parents and teachers hope this friend can be in some of John’s classes in middle school. John’s mother expressed

Cassandra, the student I have been observing, demonstrated interpersonal (social) and intrapersonal skills and academic strengths. First, I recognize one of Cassandra’s social strengths was her ability to follow teacher directions. I observed three instances in which Cassandra demonstrated the ability to follow directions compared to her peers. For example, I notice students at three workstations ignoring the teacher directions to clean up. The teacher requested the class to clean up their workstation at least four times within 10 minutes. Cassandra was one of the first students to have cleaned her Lego math activity. A second strength was Cassandra’s ability to help others. After clearing her own workstation, Cassandra helped other students with their cleaning. Indeed, she was able to help two other groups with cleaning up without being asked. A final social strength demonstrated by Cassandra was her interpersonal skills. While working with three other students, I witness Cassandra share materials and ideas without conflict. From my previous experience working with elementary students, I understand that children in Cassandra’s age have a difficult time working with peers. Cassandra, I found, worked well with other students. In one instance she shared her Lego home with those of another classmate at the table to make it bigger.

I believe communication is one of the most important skills a teacher can possess. When I have my own classroom in the future, I want to build a strong teacher-student relationship with my students by creating an inclusive learning environment. I want to create a setting that helps provide the students with the knowledge and skills to become

Scott is a 6-year-old student who is currently in 1st grade. He has several behaviors that has been identified by both his parents and classroom teachers. Some of his most noted behaviors has been aggression, depression, lack of attention, and withdrawal. He shows aggression by breaking objects, and physically attacking other students as well as staff members. He shows signs of depression when he screams and becomes easily frustrated. Scotts has trouble with attending because he often become distracted as noted. Scotts hyperactivity becomes evident as he screams out and shows very little control over himself or emotions and interrupts adults when he is excited. Finally, Scott displays the coping mechanism of withdrawal by avoiding activities

I designed a behavior plan to follow to help David with his emotions. In the plan I wanted David to be able to talk about his feels instead of hitting, yelling, or even use inappropriate Language. I teach David how to deal with conflicts and emotions by discussions and role playing with superheroes. I even put emotion picture is cozy corner. Tucker the turtle poster in there as well. He has started this week even sitting in cozy corner with another classmate telling them the story of Tucker the Turtle and discussion the emotional pictures and what they mean. I did a running record and anecdotal for documentation.

This experience allows a teacher to film their pedagogy, and send it to a professional coach to analyze. Once the coach has analyzed the video, they select videos and write prompts for the teacher to watch and answer. As the process progress, the teacher and the coach communicate to improve and implement better social and emotional skills. This resource follows the guidelines of the article by understanding how important the teachers’ social and emotional skills are, and by working towards a solution to the problem. In order to get the best performance out of students, they have to be in a facility that models the correct way to handle social and emotional

As scored, Peter is admitting borderline to slight elevation in the Attention Problems and Hyper-Activity domains. These scores seem to indicate Peter is aware of these personal attributes that have been so frequently documented in the educational record. Students who are aware of these propensities are more likely to attempt to self-regulate said behavior, and typically respond better to interventional strategies. Moreover, the student is reporting adequate levels of connectedness with his family and his teachers, as evidenced by his Attitude to Teachers and Relations with Parents scale scores. These sorts of alliances tend to be resilience building factors, and may therefore offer some protection with regard to emotional dysregulation.