The Recruitment Of Praise Of An Elementary Classroom

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

Marisol’s son Jason had been recommended for services for almost seven months by school teacher and supporting staff. Throughout his year in Pre- K, his teacher documented several incidents which lead her to believe he needed to be evaluated for special education. He was not reaching academic milestones for his age. In response, Marisol felt that she was being pressured into rushing an evaluation and thought her son deserved to meet the milestones at his own pace. Marisol delayed the evaluation process by not submitting necessary consent and paper promptly. When asked what hopes or fears she had about special education, she expressed fears of Jason being treated different not only by teachers and peers, but by relatives and friends. She noted that she also did not feel well- informed on the process of evaluation and allocation of services when asked about what would help calm her fears. Marisol explained that she just needed a meeting where every question she had would be answered with knowledge, exactitude, and expertise. After Jason’s behavior led to a teacher injury, Marisol felt forced to allow the evaluation process to begin. Jason, who is now five years old, was placed in a twelve-to-one Kindergarten setting upon

There are many different reasons that students may need additional assistance to be successful academically. Students may have a difficulty reading, or English may not be their primary language. They may have suffered a traumatic brain injury or may have been born with Autism. Students might even have difficulty socially interacting with teachers and peers or due to some physiological impact in their young lives might have other emotional impairments. No matter what the cause for the disability, special education services and interventions are vital to success of these special students.

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

For my observation, I observed a second grade general education classroom at Emmanuel Children’s Mission. The day of my observation, I met with Mrs. Cooper, the classroom teacher to go over the purpose of me examining her classroom, which is to observe three students. I observed two boys and a girl, one African American boy and the other boy and girl were Hispanic. They all were seven years old. Student A, the African American boy according Mrs. Cooper, he is on the spectrum and receives small group instruction through RTI. Student B, who is the Hispanic boy he is learning well thus far, without any signs of a learning disability and so is student C, the girl.

Traumatic brain injuries, physical disabilities and sensory impairment issues can cause difficulties for students in school. However, just because an individual has this type of a disability this doesn’t mean that they are unable to function in a general education classroom. Many times these students have a mild level of impairment. Because of this, the individual only requires a few supports such as a resource teacher or technological resources to be successful at school. An example would be a student with cerebral palsy, arthritis or other physical problems. These students are capable of learning at the same rate as peers. In addition, students may have mild hearing or vision problems, but are still intellectually proficient. These

The concept of the learning disability is relatively new, having been constructed identified within the past fifty to sixty years (Sleeter, 2010). Surprisingly, the construct of the learning disability hinges upon creation of an ideological standard of normal; the implicit assumption that we as educators know what constitutes right or normal attitudes or behavior, and that anything which falls outside of normal is a potential disability (Sleeter, 2010). These are unproven assumptions, rather than empirical, data-driven fact, and form the backbone for current definition, assessment, and interventional methods (Sleeter, 2010).

The teacher who was incharge of the class was Mr. Matt. He was in charge of the preschool children and in his class there were four students who were in ages between five to ten. All, four of the students had intellectual disabilities. And in that class there were two assistant teachers to help Mr. Matt in class work with the students. The four students were very different from one another compared to behaviors and education levels. Mostly they were learning the alphabet, numbers, days of the week, and few other little things that they need to know in their daily lives.

Children with learning disabilities are a population who are inherently at risk. They are at risk of not being able to utilize the presented curriculum, as their non-disabled peers do. They are also at risk of suffering from emotional stress and or low self-efficacy as they negotiate classrooms assignments and expectations. Our Exceptional Children text states that children with learning disabilities, “… often struggle with reasoning, attention, memory, selecting and focusing on relevant stimuli and the perception and processing of visual or auditory stimuli (p162 Heward)”. It also says that “Seventy-Five percent of children with learning disabilities exhibit deficits in social skills… and have a higher incidence of behavioral problems (p.169 Heward).” The effects of one or multiple deficits, of those stated above, have the potential to steer, even a willing child, away from academic and or social success.

Teachers of students with or at risk for emotional or behavioral disabilities (EBD) face countless stressful professional challenges throughout their careers. Students with EBD are being scattered amongst General Education classrooms and can often exhibit behavioral changes in which many teachers who have not had proper training or experience in managing may find overwhelming. One strategy to help maintain engagement and reduce behavioral challenges in a classroom that includes students with or at risk for EBD is to increase the rate of Behavior-Specific Praise (BSP). Offering students praise in the form of a statement which explains which acceptable behavior they are being praised for can enhance the student’s ability to remain on task and engaged in classroom activities and discussions.

Since there is a limited amount of evidence provided on ability-based praise and effort-based praise, research studies have mixed results on their findings. For example, children who were praised for ability in mathematics did better in math compare to children praised for their effort. Likewise, it was found that boys did better as a result of ability-based praise and that girls did better as a result of effort-based praise both in competency and in motivation. It appears that little consistency is to be found in the existing literature (Weaver et al.,

I did my observation at Sherwood Elementary on February 7, 2017, in Miss Jody’s ECSE classroom. There were nine students in her classroom. Of those nine students, only one was a girl. There were three adults in the classroom, but one of those adults was one-on-one with a student who was not verbal. For about a half hour the speech therapist comes in the classroom, and she works with students in their classroom environment. Miss. Jody did inform Emily and I of the types of exceptionalities that we may see among the children, which were verbal, social and cognitive impairment. She also included strengths for each child, which was nice to hear. In our reading from the textbook, Richardson-Gibbs & Klein (2014) state, “Each child has his or her

As an early childhood educator praising is somewhat frowned upon. Teachers are to encourage children and reflect on children’s work. ‘’ I see that you used a lot of blue paint in your picture’’, ‘’ you did it.” Can you tell me what you did? But on the other side of praise I have had students that are attention seekers. ‘’Look at me” ,” Look at me “ these children are looking for praise from anyone because, there parent’s are always praising them. The child believes there not corrected until someone say” good job” or thumbs

Journal of Personality and Social Psychology 1998, Vol. 75, No. 1, 33-52 Copyright 1998 by the American Psychological Association, Inc. 0022-3514/98/S3.00 Praise for Intelligence Can Undermine Children's Motivation and Performance Claudia M. Mueller and Carol S. Dweck Columbia University Praise for ability is commonly considered to have beneficial effects on motivation. Contrary to this popular belief, six studies demonstrated that praise for intelligence had more negative consequences for students' achievement motivation than praise for effort. Fifth graders praised for intelligence were found to care more about performance goals relative to learning goals than children praised for effort. After failure, they also displayed less task persistence,