The Education Context For My Edc3100 Professional Placement

For my Professional Engagement placement, I was assigned to a UNSW ASPIRE program school, Granville Boys High School (GBHS), an single-sex government school situated in South Western Sydney. Due to its geographical location in one of the most multicultural regions in Sydney, with 95 per cent of the school’s total of 488 enrolments classified as Language Background Other Than English (LBOTE) students. Most students attending the school live in the surrounding Holroyd/Auburn area, with a large majority of students from Arabic or Muslim backgrounds. Additionally, there are recently arrived students from Africa and students with South Pacific Islander backgrounds. As well as being classified as a

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

      I selected my student from one of my students that I viewed to have some of the worst behavior in the class. I am at Bond Elementary School which is an intercity school. Most of the school’s student population comes from subsidized housing (the projects). I am in a first grade class of nineteen students. While performing my duties at in Mrs. J Williams Classroom I became very eager to observe as well as work with a student by the name of Ja’Von W. Ja’Von is a six year old, I recently found out that his mother is on drugs and is being supported by his sixteen year old brother. Many of the students that I have observed in the classroom have had behavior problems and issues with their

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Off-task behavior for Ralph is concerning to the teacher because he is interfering with others ability and his own learning. With his disrupting/inappropriate behaviors, harassment/threats/bullying, disrespect/insubordination, and swearing/inappropriate language as well as leaving the school building, Ralph was suspended and had to attend Four Oaks. Being removed from the general education class and unable to return, results in Ralph missing quality instruction. Ralph received small group instruction in a level 2/3 special education classroom for direct instruction and behavior interventions. He will also receive direct instruction of sixth grade general education material provided by the general education teachers. Ralph is one-on-one with an adult, he is progressing rapidly with the full attention he is receiving and the limited

Even though punitive approaches to discipline issues have proven to be ineffective, and even counterproductive, many educators and school districts still maintain a zero tolerance policy. It is crucial for the school administration and the educators to ensure that for both general education students and those who suffer disabilities, better discipline strategies and practices be instituted. These methods ensure the safety, dignity, and integrity of the student, the school community, and the learning environment. Moreover, they also address the causes of the misconduct, which improves long term outcomes and positive behavioral skills.

EE107 is a 12 year, 3-month-old girl in the 5th grade student at ABC Elementary School. She previously attended Pitt County schools. EE107 has a history of frequent absences. She was retained once in kindergarten and for a portion of her 4th grade school year, was placed in a transition classroom. EE107’s scores on her 4th grade EOG tests and her math and reading iReady assessments indicate that she is performing below grade level and will need intensive academic support. Her teachers report that she has significant academic challenges. She struggles with basic reading and math skills. They also noted that she has trouble applying her knowledge to problem-solving scenarios. Her teachers report that EE107 is a hard worker and is well-liked

In this tier, approximately 15 to 20% of students are being serviced by receiving more intensive behavior interventions. These more intensive behavior interventions include supports that only students not responding to tier one will receive. These supports include small group or individualized interventions strategies that are easily administered by teachers and faculty. An example of such instruction would be a group that reenacts social situations to learn appropriate behaviors to replace inappropriate behaviors. In addition, behavior education plan may be implemented during this stage for some students. Several types of data are collected to ascertain whether interventions in this tier are working. These include office discipline referrals, classroom incidents, observations, out-of-school suspensions and in-school suspensions, faculty/teacher surveys, fidelity evaluations and through progress monitoring. If data collected reveals that a student is not adequately responding to interventions in this tier then other interventions may need to be tried or the student moved to the third tier. If a student does respond adequately, the interventions should be continued and if no longer necessary, the student returned to receiving only tier one

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.

Furthermore, I would discuss with the school special education instructor to try and receive more information about Dustin’s situation. Once school has begun I will observe Dustin’s interactions with other students in the classroom. I will record instances in which Dustin has shown anything concerning and collect data. Since my primary idea is that Dustin may be considered an at risk student I would try to immediately become a positive role model in my student’s life. There are a few things that I believe would benefit Dustin the most. The first is with Dustin and all of my students having a short weekly or bi-weekly check in with them. This would help students to know that I am working towards their success in my classroom. The goal with the weekly meetings would be to become a mentor for the child. “A mentor can be any person of any background committed to serving as a support person for a child or youth” (335) As a teacher my goal would be to provide a safe and positive environment for my students. This environment would be where the students know that I am committed to the students and working towards there

Isaiah behavior is out of control. Consequently his behavior disrupts the entire learning environment. He is under the assumption that charges won’t be filed. This students comes in my classroom on a daily basis during 1st period and refuses to complete his assignments. Furthermore, Isaiah behaviors interferes with learning. This student was very disrespect to Ms. McGill. The vulgar language displayed became overwhelming and posed a safety risk to the school environment.

My community placement is at Herring Cove Junior High, which consists of grades seven, eight, and nine. Grade nine students have a healthy living class, which is taken over on Wednesdays by a group called “Pathways”. Pathways works with the school as a student-mentoring program. There are two women who mentor the girls, and two men who mentor the boys, one class at a time. Pathways teaches various topics every week, which includes alcohol, drugs, and sex. Darcie (Dalhousie Nursing Student) and I sit in on the girls group weekly. There is one student in the girls group who has Autism Spectrum Disorder (ASD). She comes in every week with her Educational Program Assistant (EPA); she listens well and is interactive with the group with the encouragement of the EPA. The main topic of the week was not sex, but the topic of sex arose during the discussion. When sex was being discussed, the EPA and the student left the class.

This action is necessary because the student involved is not showing academic growth and having anxiety with attending school. Attendance has decreased because the student does not want to attend school due to issues with the classroom teacher, as well as other students within this class. Because of the attendance drop, this student’s grades have also shown a decline in all subject areas. The parents are requesting that the