Reading The Book, Lost At School By Ross W. Greene

One of my goals in life is to become a third grade teacher. Teaching is something I always dreamed of being as a little girl. For this reason, case study number two is most relevant to my area of interest or work. Having the opportunity to be a leader in a child’s life guided them to a lifelong learning experience and using what I had been educated with to help all students achieve. The barriers preventing the individual from fully participating in work, school and/or society are being physically or mentally

Ms. Foster feels that one of the main problems in teaching the children in her classroom is that there are emotionally and behaviorally disturbed (EBD) students who disrupt the entire class. In addition, they often have problems staying on task. She advocates the use of self-management techniques in the classroom. Self-management techniques teach students to modify their

In his article “Against School”, John Taylor Gatto criticizes America’s system of schooling children, arguing that the whole system is bad and unfixable. In the majority of the essay Gatto relies on personal anecdotes, historical examples that do not correspond with modern day society, and bold unsubstantiated claims. Due to this, instead of convincing parents to take their children out of school and rethink our societies schooling structure, he just leaves the reader confused over what the problems he’s criticizing truly are.

The meaning of the word education is defined as an enlightening experience in which one receives or gives some form of systematic instruction. This definition is further facilitated through John Taylor Gatto’s utilization of the literary techniques pathos and logos within his own article Against School. While this specific work strives to describe what an ideal education would include, it also presents a more encapsulated view of how flawed some contemporary schools have become to this very day: using fifth column determination and other techniques to suppress student creative ability and efface motivation within students.

Mandatory, enforced schooling is common all over the world, and is generally seen as a public good, and a privilege of first world countries. However, author and teacher John Gatto argues that mandatory schooling destroys your ability to be free thinkers and therefore should not exist, in his piece “Against School”. Despite his effective use of ethos, Gatto’s argument fails to be convincing due to logical fallacies, and a lack of evidence or first hand experience.

Let’s do away with the school system. In “Against school, John Taylor Gatto says, “They said the work was stupid, that it made no sense, that they already knew it. They said that they wanted to be doing something real, not just sitting around” (Gatto 608). Gatto uses his article “Against School” to talk about how the school system is not necessary. He uses certain rhetorical strategies and personal experiences to do so. In “Against School”, John Taylor Gatto uses his personal experience in his thirty years of working in the school system and some rhetorical strategies to convince people who have children in the public-school system that kids do not need to be put in the system to have an education.

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Effective teachers often seek innovative ways to actively engage their students in the academic subject they are presenting. In their preparation, the student is the focus. Most highly qualified teachers never give much thought to how much time or energy it will take from them to prepare for each class. This article presents four proven strategies to equip me as a teacher to address the trauma of students who are homeless and doubled-up. I must first, build strong personal relationships with my students to support a sense of community and empathy in the classroom. Secondly, frame problematic behavior as indicative of the student’s state of mind at that time and not as reflective of his or her nature. Thirdly, build traumatized students’ confidence. Finally, help students recognize and not run from difficulties (Dill, 2015). These strategies will advance the academic success of my entire classroom while providing the consistent, predictable, safe environment the student who is presently suffering trauma needs. This organization promotes a structured environment, and it is the preventive, proactive way to prevent behavior problems (Ackerman,

Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)

Throughout the years, schools have had to take on much more responsibility than just making sure that students are learning the material. Schools are now facing new challenges such as violence in schools, children that may be mentally or emotionally challenged, and basically being a caretaker for hundreds of kids, 365 days out of the year. With the new challenges, comes more responsibility and accountability which means adjusting accordingly. This is where the job of a school psychologist is of upmost importance. In the past, the role of the school psychologist has been solely to work with mentally challenged children. However, with the constantly changing demands that schools are facing, school psychology has broadened the field by transitioning from working with students individually to putting more focus into evidence-based work with families, classrooms, home-school partnerships, consultation and etc. (cite). The role of a school psychologist includes working with students, teachers, and other staff to help students excel academically, maintain healthy social relationships, manage emotions, exhibit healthy behavior and overall, create a supportive learning environment. They may also work with families, community, and school administration to make sure that students are in a safe school climate and explore ways to improve student success (American Psychological Association, 2016). School psychologists have had to broaden their training and expand their reach and

Many of the students labeled as troublesome or demonstrating risky behaviors come from disadvantaged homes where parents lack education and communication with their children. Because parents are occupied working to provide, their children are often left home unsupervised. Students with little or no supervision in the home have been known to engage in risky behaviors outside the school (Dittus, Guilamo-Ramos, Jaccard & Ebrary, 2010). The lack of education and supervision from parents appears to impact these students emotionally and academically. Many of these boys come to school with unfinished homework or show up to school late for no particular reason. Though these boys demonstrate poor academics, administrators seem to ignore other contributing factor that have led the students to act out.

Prior to reviewing this article, I did not know too much about school social work practices. I knew that the overall goal of these services is usually to improve attendance, reduce bad or violent behaviors in the classroom, and improve the well-being of the students. Because I went through multiple school systems growing up, I saw some systems work better than others.

Throughout the years parents all over have asked themselves the same questions over and over again. Why is my kid misbehaving? How did my kid end up following the wrong path? And although there are many reasons why a student may misbehave in school, there are some facts out there that can prevent one from being a victim of bad behavior. For example, causes may vary from things such as ones financial situation, to things such as being surrounded with the wrong type of people. Whatever it may be, the conclusion is that although students tend to misbehave, those individuals can be held to blame, but it’s not always themselves alone that are to be blamed.

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).