Strengths And Weaknesses Of The Classroom Management System

The most important factor affecting student learning is the teacher. If the teacher is ineffective, students will achieve inadequate progress academically. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, with no apparent rules and procedures to guide behavior, chaos becomes the norm. Teachers struggle to teach, and students will learn much less than they should. http://behaviourmanagementreport.weebly.com/

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

According to scholastic article, Impact of Setting and Instructional Context for Adolescents With Autism (2010), “Providing students with autism with an appropriate education is a growing challenge. The prevalence of autism is increasing rapidly, with as many as 1 in every 150 children diagnosed with the disorder (Centers for Disease Control and Prevention, 2007)” (Kurth and Mastergeorge, 2010, 36).

On December 4, 2015 we observed the class for which we developed this response plan. Our main objective was to observe the setup of the classroom as well as the different instructional tools the teacher used to enhance her teaching. In addition, we wanted to see what strategies the teacher implemented to help the ELL and autistic students and see if they were similar to what had in our plan. Upon arriving, we observed that the teacher, Ms. Schmitt, had a large classroom with enough space for groups of students to work together. At the front of the classroom, was the teacher’s desk with a smart board behind it. Several other white boards filled the rest of the wall space. The board on the left was used mostly for instructional purposes while the two on the right were filled with vocabulary and important announcements such as upcoming tests dates. The extra space allowed the teacher to interact with all the students individually. Also, we noted that the teacher had placed the ELL students near the front of the room where she could easily help them or ask them to help each other. The students on the Autism spectrum where located near the back of the classroom where they had more room to work with their aids. However, none of these students were completely isolated from the teacher or rest of the class. Rather all of the students were able to easily interact with one another.

As an educator, it is a great chance you will have a student with Autism in your classroom. It is important for all educators to be familiar with the Individuals with Disabilities Education Act. Most people view the IDEA as the sole responsibility of a teacher of special education. However, with inclusion classrooms and non-identified students, all educators should be trained to meet the needs of all students. This video gives parents a very good overview of services available for Autistic children. If a children identified as Autistic, they can be eligible for services through a special education classification. Since Autistic Children’s needs are unique, there are a wide

While many individuals may have racial categories in mind when they are presented with a topic about minorities, autistic individuals are rarely brought to the surface of this conversation. This means that one should consider those with disabilities as another minority category. Those with autism cannot express their thoughts well, showing their lack of socialization with anyone. Knowing that autistic individuals are born with this genetic disease serves as a detriment when they face a classroom environment, where communication is quite important, especially in the K-12 system of the United States. Therefore, not supporting autistic students to their fullest potential serves many problems to the student, parent, and educational system.

A teacher in the classroom setting is considered a professional in that environment because they have the training and skills necessary by which to create a setting which is conducive to learning. To aide in the establishment of a setting which is conducive to learning the teacher must create guidelines which help to provide structure for expected behavior as well as for the dissemination of information between teacher and student. Organization and careful planning are two elements which help to

Kahlei is an eleven-year-old African American female who attended the intake assessment with her brother and mother. Kahlei was referred to Children’s Advocacy Network, LLC by Dr. Brens due to presenting concerns with disruptive behavior in school. Kahlei is currently being prescribed Adderall for treatment of ADHD symptoms; however, no history of previous engagement in therapeutic services has been reported. Mother reported that Kahlei presents difficulty with being attentive and following classroom directions. Kahlei reported, “being called out” by teachers due to “talking during class”. Mother explained that client demonstrated changes in behavior since the starting of “6th grade”. Mother continued to report that client has difficulty managing

This quote is a good principle on how to teach any child, autistic or not. Children with autism spectrum disorder should be integrated into a regular classroom setting because it promotes peer interaction, requires social communication and furthers academic skills.

Children with autism spectrum disorder present many challenges in the inclusive classroom. Characteristics of these students include socially withdrawn and socially inept. They are likely to exhibit behavior problems, including temper tantrums, stereotypic behavior, and/or aggressive behavior. Students with ASD can learn with the premise that instruction be explicit, and include a full range of social, self-help, language, reading, writing, and math skills.

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

It is important that all students receive appropriate educational services so that they can reach their potential as individuals and as members of the wider community. There has been a continuing increase in the number of students eligible for special education services under the definition of autism. This increase has made the education of students with autism within inclusive classrooms a key priority for educators and parents. Children with autism are entitled to effective evidence-based interventions delivered in the least restrictive environment possible, and preferably in general education settings.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.