Students With Behavioral Problems With Students

When a student is misbehaving the educator needs to work out who ‘owns’ the problem. If the problem is interfering with the teaching or students learning it is a teacher owned problem. If it is not it is a student owned problem. These problems may be as simple as their friends are not talking to them anymore to problems at home. Educators need to actively listen to their students when it is a student owned problem to resolve the issue.

My observation this semester is in a self-contained classroom for students with emotional and behavioral disorders. The class is taught by one special education teacher who is assisted by a teaching aide. The desks are spaced out from one another, allowing each student a lot of room to move around. I believe the desks are arranged this way so that the students have limited contact with one another. There are books and games on a shelf that the students are allowed to use during break time. There are also two computers that they may use during breaks or after they have completed their work. In one corner of the room, there are two bean bags and a sign that says quiet zone. The students are taught reading, math, and language arts in this room. They go to an inclusion room for science and social studies. They eat lunch in the cafeteria with the rest of the fifth-grade students. They also leave this room every day to attend related arts with the rest of the student body.

The second day of observations began in the special education resource classroom. The special education teacher was absent, and a substitute teacher was covering the class. During the observation the student was participating in a small group reading lesson. The student seemed to do well participating in the lesson during the first four minutes of the observation. The substitute teacher had to stop the lesson to tend another student in the classroom. During this time the student exhibited the problem behavior five times. The student made three negative comments to the peer sitting next to her at the table. The student then left her seat to go to the trashcan, and while she was up, she made a negative facial expression to another student

When working with children who have behavioural difficulties it is important that practitioners work in partnership with the child’s parents as they are they are the child 's first educator and they know the child best. “Parents are ‘children 's first and most enduring educators ' ( curriculum guidance for the foundation stage, QCA 2000, making partnership with parents and carers essential if early years practitioners are to plan effectively for a child’s learning” (http://nurseryworld.co.uk/). This could be done by the practitioner arranging meetings with the child 's parents as they will help practitioners to gain a better understanding of what methods the parents use at home in order to manage the child 's behaviour. Also in the setting

School counselors need to use assessment tools to support students with issues that may interfere with their academic success. Further, it is important that school counselors use assessments that are both reliable and valid so that the data is accurate and the student is not harmed (Whiston, 2013). This paper compares the behavior assessment system for children second edition (BASC-2) and the child behavior checklist (CBCL) to compare the assessments to identify if one may be more appropriate for use with students to measure the same construct. A comparison of the assessments’ psychometric properties of reliability and validity are discussed, along with an analysis of theory and procedures to acquire reliability and validity. Next, an interpretation

Going through the program at NAU, I learned a lot about lesson planning, how to deliver instruction, and having management and procedures. During my student teaching experience, I have learned several valuable things that can only be learned once one has begun teaching and working in a long-term placement with children. The two most important experiences/moments to me that I have learned would be how to calmly handle behavior interruptions and also how to be there for the students who are going through hard times. There were many times during my experience where my lessons or activities were interrupted by a student that would have emotional breakdowns or even try to challenge me with poor behavioral choices. I learned

Codrut, it was very thought-provoking to read your post and realize that there are other campuses similar to the one where I work. It is a reality that students all across the nation are in desperate need of interventions. Correspondingly, due to behaviors such as the ones you describe it is imperative to be proactive in assisting students and helping them understand that regardless of the situations they might be facing there is hope for them by counseling them and assisting them in creating short and long term goals. “With the increased prevalence of mental health and emotional issues in children and adolescents, professional school counselors need to take an increasingly active role in understanding these disorder and facilitating services

Your students behavior started out rough in 1st hour (Math); the 7th Graders started out loud and disruptive. Some students did not even want to do the worksheet. But, after I talked to them all about the behavior, they started to come around. Everyone was present. In 2nd hour (Science), the student were quiet and respectful to other during the quiz. Might have been because I mentioned “If you talk after I hand out the quiz until everyone was done that I would collect their paper and they would receive ‘0’ on the quiz.” And that worked for them. We finished the movie as well. Mr. Goldman took care of the rest of the day.

The first chapter of the readings, the Proactive Advising approach was an interesting read, as it talked about intervention methods to assist the student before a problem occurs. I interact with first generation college student at East Los Angeles College and referring students to tutoring sessions and accomplishing academic struggles per semester further reinforces and encourages the student to accomplish their goal of transferring to a four-year institution. Though the chapter was focusing the Proactive Advising approach with at-risk student population, many first generation college students fall under this category as the transition from high school to college can affect the student that they start to suffer with their academics. When dealing with first generation college student, it was great to read that the Proactive Advising approach was open to establishing a strong relationship between the student and advisor by informing the student of the advising process and the academic setting, as seen on p. 141 of the readings. (Vareny, 2013) The table on p. 144 was very informative when advising students as I could look at the four different factor that might be affecting the student from accomplishing their goals (Varney, 2013). The communications calendar on p. 145 (Varney, 2013) of the readings was very helpful to read and learn about the usefulness when advising students, as at the moment I do something similar with other advisors in my program. The

L.R. is a 5 year –old male in the kindergarten who currently attends North Elementary School. L.R. IS diagnosed with Depressive Disorder NOS with Bipolar features Attention Deficit Hyperactivity Disorder (ADHD) and is classified as a student with multiple disabilities. L. R. has a history of interrupting other’s while they are reading and be bossy towards his classmates and making upsetting comments towards them. Whenever this behavior are observe the teacher will remind L. R. that he should focus on his class work and not interrupt others. The teacher Ms. Young noticed that every time L. R. is put in small reading groups, that this behavior occurs. In fact, when Ms. Young call out a student name other than L. R. to

In the classroom, it is important to make sure to communicate instructions clearly when comes to behaviorally challenging students. As the teacher you must understand what your students are trying to tell you. Many times they communicate through having behavior problems. For example, in the classroom sometime it only takes a minute to listen to what your students have to say. Normal I step outside the door to listen to my students. The information that I learned that as a teacher we must be open-minded to students with behavior problems. My belief is to be prepared with an intervention plan in place for students with behavior problems. I

Students are busy full time individuals who are learning a lot about the importance of knowledge as well as about their own selves. I hear the word trouble thrown around at kids all the time and honestly it makes me feel sick to my stomach. Students are not trouble, but they can be troubled. We as teachers may never realize what a student's life is like until we take the time to get to know them and treat them like an individual and an equal. The saying goes don’t judge someone until you have walked a mile in their shoes. It is important to accept that your students may be struggling with something big outside of school, but it is our job as teachers to make school a place where students don’t need to feel the trouble of their everyday life. Again tying in Maslow and his theory we must find a way to do this so that an individual feels safe and accepted no matter what goes on in their day-to-day life. To do this we must be understanding, accommodating and most of all caring. It doesn’t take much to stop and help someone when they are struggling with anxiety in or outside of school. Sometimes all we can do is just treat a person like a person. It sounds easy and it really is, but we sometimes forget that when we are interacting with others we have a large impact on their lives and attitudes towards

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.

On the first day of placement I was warned that a particular student ‘A’ would bite, lick, push, kick and be consistently disruptive in class. I found this warning quite concerning as it was going to be very challenging to manage her behaviour. Student A’s difficult behaviour was more prominent during group discussions when student A would crawl around the floor, poke and pull faces at other students. Student A did not appear to understand personal boundaries and had no respect for authority. This left me feeling very frustrated and annoyed. Why could student A just sit still and leave the other students alone?

Education is the central element in the life of every human being that belongs to a society, since it is through this process that people can live in harmony with their fellow human beings. However, sometimes due to a lack of professional training and information, some students are marginalized by categorizing them as restless or rebellious. Generally, these students confront with behavioral disorders. These children show some particular characteristics that, on many occasions, put their stability into the classroom, that of their classmates and even that of the teacher. The ignorance or lack of