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.
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
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.
Many troubled students feel they have nothing to lose when there aren't any role models around to encourage them. This behavior often times continues and a reputation is built “troublemaker”. There mind starts to believe or feel that anybody who blocks or interferes with this become a target. For example, if a teacher won't allow this behavior of disrupting the class the teacher becomes a target. The student may become the loudest student or have the attitude I'll take control of the class. When the mindset is made up the behavior problem will get worse and more outburst will follow. Deviant behavior by students for instance cheating, speaking rudely to teachers, disregarding homework, using cell phones in class, engaging in fights, and threatening the teacher and students. At this point you have a trouble making kid who nobody cares to listen too.
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
In Shannock Valley Elementary School, all of the classrooms are very welcoming along with the staff. My cooperating teacher’s classroom is very student friendly and is rich for student learning. Regarding behavior in the classroom, my teacher encourages the use of the clip chart. This is where students can monitor their behavior for the day and either clip up or down based on their behavior. If they are doing a great job or answer a question correctly, she will have them clip up. If they are talking while the teacher is talking or not following directions after being told, they will be asked to clip down. Many students become upset when they have to clip down. An example of this happened when I was grading all of the student’s homework that they had turned in that morning and out of the twenty students in the class, only eight had
When a student exhibits challenging behavior, his or her teacher needs to develop an intervention plan to help that student learn how to change negative behavior into positive behavior. The teacher’s role in developing a plan is the most crucial since that teacher is the one who spends a great deal of time with him or her and observes the student in the classroom. Once the teacher notices challenging behavior in a student, he or she takes on the responsibility of making a plan to help instill positive behavior and teach the child coping strategies. The teacher, first, must take his or her concerns about the child to colleagues; such as the principal, school counselor, or special education teacher. Talking with them will help the teacher gather information and resources about the child and enhance their understanding of him or her before speaking to the child’s family. While it may be difficult for the teacher to speak to a family about their child and the behavior problems they are having, it is the family’s right to know,
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