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Organizational Behavior Analysis

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Study and organizational skills take on many forms within the classroom. They are an integral part of the curriculum, learned by active participation, taught in natural progression from simple to complex, and essential for any student with varying abilities. Students with emotional and behavioral disorders are often disorganized learners, or just learn in a different way. Students who struggle with organization benefit from direct instruction, modeling, routines, and structure throughout their day. The author of Teaching Students with Learning Disabilities. Programming for Students with Special Needs, Book 6, provided a number of strategies that have been used and benefited students with vary abilities have success with their organizational …show more content…

Organizational skills instruction (OSI) is student focused, but other factors are included in order to make the instruction beneficial. Both the methods of teaching and the classroom climate play a dramatic part in the OSI according to the research by Anderson, Munk, Young, Conley, and Caldarella. I found that within their study, students received OSI lessons during three consecutive days each week for fifteen minutes each session. The study was completed throughout the school year and suggested that there is a connection between organizational skills and academic achievement (Anderson, Munk, Young, Conley, & Caldarella, …show more content…

According to Bakunas and Holley organization can be broken down into two different categories. The first category is the organization of supplies, and the second category is the organization of behavior. First and foremost, when teaching students organizational skills, they need to be age appropriate skills and methods. For younger students, the teacher will need to assist the students with their take home folders and help with writing in their planners. At the older levels, students will be responsible for filling out their own planner, after teacher models, to help remind them of upcoming due dates. There are seven objectives that are offered within the research compiled by Bakunas and Holley. These objectives can be separated by the two different categories. The beginning objectives include organization of supplies such as bringing class materials daily, organizing desks and lockers, using binders, organizing assignments, and organizing notes. The ending objectives revolve around the organization of behavior, including updating notebooks, develop and follow study plans, and learning how to break down larger assignments. By showing students how to prepare for their classes, they are learning how to be successful in life (Bakunas and Holley,

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