Teacher And Student Behaviors In Inclusive Classrooms By Nevin

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

Encourage the children by being enthusiastic about teaching, because if you are excited about learning the children will be too. When working with children it is important to be energetic and fun and have a good sense of humor…. Be understanding of the children’s backgrounds and concerns. Some children may be coming from broken homes. The children especially in public may not have ate a meal when they came home or may not have slept in a bed or may not even have a home. Understanding the child’s background builds understand of how and how much to motivate the students. In turn, they will trust you when something is going wrong. Make time to get to know your students by developing fun activities at morning circle time and at free time. If you do not have time, make time.

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

The Journal of School Psychology studied the relations between the student- teacher relationships and how it affected the outcomes for African American students who were at-risk to be referred for special education due to their behaviors (Decker, D. M., Dona, D.P., Christenson, S.L. 2007). Students may think their distracting behaviors are a way to gain the teachers attention and form a relationship. Findings show that students expressed that they wanted to form closer relationships with their teachers. Students already find their relationships to be positive although the teachers did not. As the quality of the student-teacher relationship increased, this shaped a positive social, behavioral, and academic outcome. Student-teacher relationships can be a mentoring resource to help promote support for positive outcomes

The truth is that students in a lower socio-economic area, such as our own, are more likely to succeed academically, and in life when they foster a positive relationship with personnel at the school (Gallagher, 2015). The truth is that the person who has the most impact on them may not be their teacher; it may be the secretary, the paraprofessional, the janitor, the dietary staff, or even the school bus driver (Gallagher, 2015). Your willingness to get to know these students does not go unnoticed, and it does not go unseen. Your willingness to help these students will always be remembered, if by no one else, the child in which you are lending an ear too, or a hand too. Or the child that you took an extra five minutes of your day talking in the office too because you felt like they were going down a troubled

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.

2)The most critical challenge currently facing the education of exceptional students is other students wouldn't talk to them because they're different from everyone else. Most of them are socially awkward and it is hard for them to communicate with other, especially the teacher.

This type of prompt, I really had no clue on what I could write about with it. Then after finding out more about prompt seven I knew exactly what I wanted to write about, and what I want to tell you about myself.

Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.

During the process of creating research questions I decided that I wanted to ask about the relationship between teachers and students and how it helps or hurts the students. I choose this question because I have great relationships with my teachers in and out of school and thought that was something I could easily write about. However I changed my research question because I could not answer my original question with the observations I took. Instead Professor Ungemah told me that my observations seem to focus more on the structure of the class. I still wanted to focus on how the students and teachers benefit from each other, so I changed it to; How does the structure implemented by the school and teacher influence the way students learn? I think it is interesting because the way the structure of the class influences student learning in positive and negative ways. Teachers are given the power to shape a child's education so that they are ready for the next level and how they do this is extremely important.

Linda Albert (2012) mentions for students to experience a strong sense of belonging in school, they must satisfy Cooperative Discipline’s “Three Cs”. The Three Cs are Capable, Connect, and Contribute. “Three factors affect students’ ability to satisfy the Three Cs in the classroom: the quality of the teacher-student relationship; the strength of the classroom climate for success; and the appropriateness of the classroom structure” (Albert, 2012). The best way to satisfy the Three Cs through the use of encouragement strategies. If we are positive and encouraging, “people do better when they feel better, and that which people perceive affects the way they feel. For example, if you receive a compliment, then a positive feeling emerges” (Marshall, 2005).

Every school day, teachers will have numerous interactions with their students. The type of interaction directly impact students’ social, emotional, and academic success at school (Wilkins, 2014). In the past, research conducted in the elementary sector filled scholarly journals; however, as of late, more research has been applied at the primary, secondary, and collegiate levels. Current research analysis at the intermediate level leaves something to be desired.

Formal education began eons ago in ancient Greece with the Academy of Athens started by Plato. Ever since the ancient relationship between Plato and his student, Aristotle, the relationship between educator and student has been an important and sacred one. Contemporary educators are some of the most important, yet some of the most underappreciated of all professionals in our society. Each student who passes through a public or private educational system creates bonds with each teacher and vice versa. The types of teacher vary from faculty to faculty, but three distinct archetypes of teacher often stick out to the public eye: the Mrs. Sullivan, the Mr. Stacy, and the Mr. Smith.

School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a place where you didn’t ask to be, to be taught by an older stranger about something you don’t understand. However, in the life of a human being this routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don’t understand. Those older strangers have the responsibility to pass on knowledge to their students and the given knowledge, whether taken or not, will determine their future. Is everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher-student relationships affect a student 's academic excellence.