Students With Behavioral Problems With Students

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

This student, Madeline, had several behavioral issues. These behavioral issues made it difficult for her to work with the other members of the section. She was easily distracted, and extremely talkative. She had great difficulty following the rules, and often got in trouble with our band director. She also got into fights with the other girls in the section.

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.

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

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

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

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

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

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 will always display disruptive behaviors in classrooms. Sometimes one teacher is responsible for twenty-five students, so disruptive behaviors will surely happen. I think what is important is how educators handle these situations. Some common disruptive behaviors for a third grade classroom are calling-out, talking, breaking the classroom rules, talking-back, not focusing on the lesson, yelling, and staying seated. The key to managing disruptive situations and maximizing learning in a third grade classroom is good classroom management. Being an effective classroom manager is the most important role for a teacher, and with good classroom management, a teacher can stop the disruptive behaviors from continuing. Classroom management is difficult for early teachers. If students are not following rules and procedures, the classroom can

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.

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

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?

There are trends that have developed among young adults that are quite troubling. Studies from the Centers for Disease and Control and Prevention show that 70 percent of deaths of ten to twenty-four year olds come by way of automobile crashes, accidental injuries, homicide, and suicide (Bristol 4). These high numbers are due to the fact that people are making poor decisions that could have been prevented. Numbers by the Youth Risk Behavior Surveillance System show that an upwards of 20% of college students have driven under the influence of alcohol (Johnson 68). This statistic is especially concerning as many involved are aged below the legal drinking age. The college years are the time that many students develop good and bad health behaviors. It is only fitting that an informational health course