Teaching Students With Challenging Behaviors

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

Behavior modification takes steps and actions in order for it to work. According to Driscoll, step one is the problem must identify. Step two Determine appropriate reinforces. Step 3 identify an effective reinforce. Step 4 implement the reinforcer to change or shape the behavior. At the school I currently work at as an assistant teacher we have a student who is new to our school. She moved from California to New York over the summer. California curriculum is different than New York. The problem with the student is that she is currently in 3rd grade but was having a lot of trouble adapting to our curriculum. She struggled a lot with math and reading to the point that she gave up doing her work her when it became difficult. The teacher suggested

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

America’s schools are challenged to meet the academic and interpersonal needs of all students regardless of culture, race, or ethnic background. Hawley and Nieto (2010) claim that race and ethnicity significantly impacts students’ learning in their article, “Another Inconvenient Truth: Race and Ethnicity” (p. 66). They contended that educators should be “race and ethnicity -responsive” to effectively understand the challenges students from diverse races and cultures face (Hawley & Nieto, 2010, p. 66). Moreover, the article noted that schools should have practices in place that promote an inclusive, supportive, and enriching learning environment for all students including students from different races and ethnicities.

When a child is demonstrating challenging behaviours is invited to sit near by a caregiver to express their feelings.

The term challenging behaviour is not about the student doing something ‘wrong’ it is more to do with the fact that some behaviours are a challenge to professionals, teachers, and parents, behaviour is seen as challenging if it causes harm to the person or others, or if it stops them fulfilling some aspect of their lives (Scopeorguk, 2016). Chandler and Dahlquist (2015) define challenging behaviour as behaviour that interferes with the learning of the student or other individuals, hinders positive social interactions and relationships and can harm the student or others such as peers, adults or family members. Therefore challenging behaviour in an education setting can be defined as behaviour

Under the school’s current behavior policy, he has frequently received discipline for his behavior and his lack of effort in his classes. These sanctions include writing as punishment, corporal punishment, and isolation through In School Suspension. This is the second year that he has received such punishments with little to no change in his behavior and performance. However, through the use of a behavioral plan, the student should improve his behavior and his learning.

Through the collection of data, the school team creates a Behavior Intervention Plan that will assist the student in learning to self-regulate their behaviors. As a result, the target behaviors are defined and identified. Behavioral Supports and Interventions that are currently used are documented along with replacement behaviors that serve the same function and strategies for teaching new behaviors. While working with the student, my role is to address the negative behaviors and to provide the student with alternative replacement skills or

In addition to creating a culture of care, ELLs’ learning styles, affective behaviors, and home-culture classroom norms should be considered when creating a culturally responsive classroom. As a teacher, I encourage all my students “…to learn from and interact respectfully with people from one’s own and other cultures” (Habib, Densmore-James, and Macfarlane 173) when I follow the six recommended tenets (173). This fosters an effective learning environment while also modeling and emphasizing respect for others, something of which our society is starting to lose

As a special education educator, I observed that children identified with having an Emotional Behavior Disorder were likely to be disciplined harshly, and placed in more restrictive settings than students in other disability categories. Additionally, in my mild to moderate setting program, I observed that consequences for behavior infractions were more punitive in nature than restorative. Teachers and students began to engage in power struggles and that had a negative impact on classrooms and caused both students and teachers to withdraw from one another.

A teacher is frustrated with a students continuous disruptions in class and has tired strategies to improve the student’s behavior with no success. A behavioral model of consultation would be used with the teacher to improve the student and teacher’s functioning (Sciarra, 2004). The counselor, as a consultant, would first meet with the teacher to identify and assess the problem. The consultant, after gathering data from the teacher, would identify that the student seems to be disruptive during times when self-directed work is assigned and the teacher gets frustrated because the student does not listen to repeated directions. Next, the consultant would gather more information about the student and any environmental limitations, such as strengths and weaknesses, intellectual functioning, learning deficits, physical limitations

The development and implementation of a culturally relevant teaching and learning pedagogy is vital to meet the needs of a diverse student population. Students must be able to relate, feel safe, and comfortable in their learning environment to reach their full potential. As a future administrator it is necessary to project high expectations for all students and establish a school culture of learning and tolerance. According to Jody Polleck and Shirin Shabdin authors of the article “Building Culturally Responsive Communities” (2013), identifies the deficit that plagues our schools as the inability to create a culturally responsive equitable

Challenging behaviour has always been and still is an issue for schools. It is known if behaviour is not dealt with adequately in the classroom, a vast amount of teaching and learning time is lost. Although, Carpenter and McKee-Higgins (1996) argue that even if classrooms are free of disruptive behaviour, it does not ensure academic gains, but generally, order is a prerequisite for the smooth running of a classroom. This is an issue that does not only concern those new to the profession, but also those whom are experienced. As a class teacher, it is my responsibility to manage and improve children’s behaviour effectively.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)