The Problem Of My Mentor Teacher

So I didn't join team, knowing from my old team who was in my class while I was a student in, but instead joined middle school Faith Formation, doing my best to assist my old teachers so that the younger students would have fun and learn at the same time. By my senior year I decided to teach third and fourth graders, but this time I am a teacher rather than a student teacher. I am a teacher in the class and I work with third and fourth graders to teach them about God, how the Church works, and how treat other people. One of my students has mild autism, and is distracted rather easily. He gets bored and starts to do other things when we don't have full attention. I have only just started teaching with one other teacher, but my goal is to continue to both teach and entertain the students, but to make sure that this particular child associates the Church with good feelings and has fun while learning with the other

Medication might need to be used in order to help Ian deal with his disability. Medication would make the punishment and reward system work better, because the Ian will be able to cope with his ADHD in a better fashion. The reward and punishment system should work well for Ian. It will show him right from wrong and offer him with the communication skills needed to interact with other students. Once Ian has his disorder under control, it won’t be as difficult to get along with other students (Treatments).

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Looking at behavior of students with Autism Spectrum Disorders it can often be categorized in four broad categories. Attention/access is behavior that occurs so the child can obtain something that they want. (Heflin & Alaimo, 2011) Avoidance/Escape is a behavior that allows the child to escape something that is undesirable. (Heflin & Alaimo, 2011) Sensory-based is behavior that occurs to solicit pleasurable feedback. (Heflin & Alaimo, 2011) Pain attenuation is a behavior that so that a pain does not hurt so much not seen a lot in education. (Heflin & Alaimo, 2011) Three of the four behaviors will be addressed in how they manifest in the classroom, examples of these behaviors and recommendations to deal with behaviors.

One student I observed had severe disabilities. She seems to be very high on the Autism spectrum. She spent most of her time in the other room, but from what I saw she had severe communication difficulties, would repeat words, and would repeat actions like spinning and rocking. She also showed aggressive behaviors, especially when she didn’t want to do something, like read.

The article entitled “Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day” written by Kara Hume, Melissa Sreckovic, Kate Snyder, and Christina R. Carnahan discusses an intervention plan for a fifth grader named Sara, who has autism spectrum disorder, in a general education classroom. In this classroom, there are two teachers that use the co-teaching model in order to reach the needs of the students with and without disabilities. Sara, who is on grade level academically, was showing several behavioral issues. She was not actively involving herself in the lessons, or talking to other students in the classroom. It was also noted that she would end up crying very frequently at different times throughout the day. Other behaviors included putting her head down on her desk and not responding what being asked a question or addressed in general. They observed the times of day that she displayed these behaviors and noticed that it was during the times of the day when transitions occurred. Her behaviors began to disrupt her learning due to time that it took to redirect her and get her back on task.

Therapist met with individual to discuss anger management. Therapist observed individual getting up from his seat without permission and leaving the classroom. Therapist and individual work on classroom rules and problem-solving techniques to assist individual with following the classroom rules and calming down before getting angry through role-play. Individual states he will obey his teacher.

One student that is on the autism spectrum may be completely different than another student on the spectrum. Even though the disability is the same, they may be completely different, learn in different ways, and learn better in different environments. Students with a disability that is more mild or moderate may find a better fit in regular classrooms with a regular educator. They may have a skill set that is very similar to other peers in the classroom, but they may or may need accommodations to benefit them in the classroom. Many of these accommodations are easy to provide by the educator.

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

Robert Kiyosaki stated, “French fries kill more people than guns and sharks, yet nobody 's afraid of French fries.” inferring that people are only afraid of what causes immediate danger or disturbance. What we refer to as “history” causes such disturbances, proving that we live with the scars we choose to show by our everyday decisions based on our past everyday mistakes, so by editing our recorded history to all facts, the gates of perception will cleanse everything. Those following theses false stories in “history” live in ignorance which is deceitful bliss and when an individual doesn’t know reality they have no choice but to relish in lies. James Loewen highlights this clear case of living in ignorance throughout the novel Lies My Teacher Told Me, analyzing how our history is taught from perspectives rather than the total truth which creates false heroes and eliminates other perspectives to a situation, here we see reality versus the perception.

Jerry has a hard time focusing on his classwork. He is easily distracted and distracts his classmates from learning due to his disruptive behavior. He constantly blurts out when I’m trying to teach, and gets up out of

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

If you are raising a child on the autism spectrum, chances are you have witnessed a meltdown. Autistic children simply have a lower tolerance for loud noises, crowded locations and situations that are not familiar to them. As a parent to a child with autism, it can be overwhelmingly stressful when your child is having a meltdown. There is hope. There are some things you can do to help calm an autistic child down and today I am sharing some tips to help you along the way.

Joshua is on the higher functioning end of the Autism Spectrum Disorder (ASD). Academically, he is a highly able student. He requires some adjustments to the classroom environment to reduce sensory overload and anxiety. Any unexpected changes in routine or presence of unknown adult in the classroom (eg. student teacher) is known to cause anxiety to Joshua. In this situation, he will start rocking and will not respond to any one. To calm down, he will need to be persistently assured by someone that he has a good rapport with (regular classroom teacher, Special education teacher). He may also need time out.