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Inclusion in the classroom topic
Inclusive education
Challenges of inclusive education
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1. Do you feel Peter’s peers were prepared to have him join their class in the beginning of the school year? Explain. No, I do not think Peter’s peers were prepared for him to join their class. During the interview segments with Peter’s peers many commented they “thought he looked funny” or they were “scared” due all the loud noises he made and the tantrums he threw. I think the teacher should have addressed the fact that the students are all different in different ways and Peter is different and acts a certain way because of he is student with Down Syndrome. 2. Do you feel Peter’s teacher was provided with enough support to make Peter’s addition to her classroom successful? Explain. I think she was not provided very much if any outside …show more content…
Describe Mrs. Stallworth’s behavior management plan in the classroom. Do you feel it was effective? Explain. In addition to constantly telling Peter no or we do not do such things Mrs. Stallworth seemed to heavily rely on the students to help with Peter’s behavior. In some ways Mrs. Stallworth’s behavior management seemed to work. Although, I thought there was a lot of room for improvement an example was the way Peter was only yelled and scolded by his peers when he kicked another student in the face during outdoor activities. I would have addressed the situation and not allow the students to handle it on their own as another student was hurt by Peter’s …show more content…
Although, this video does not specifically show the communication between both parties. The only segment on the family pertain to Peter’s humming habitats when he is happy about something. 6. Assess Peter’s curriculum modifications (reading, journal writing, and activities in music class). Did you feel they were effective? Why or why not? I felt the modifications made to the curriculum helped Peter complete his assignments in a way that was beneficial to his learning style. In particular, the modification made to how he completed his journal seemed to encourage to think things through before providing an answer. An additional benefit this particular modification offered was he was allowed to discuss his idea aloud with a partner who would then write down his answers. 7. From observing Peter in school, what do you think was the function of his inappropriate behaviors? Justify your response with examples from the
I had a very hard approach on Peter’s dad. Based on my culture, I could understand Peter’s dad position on many different aspects. After our discussion in classroom, I stated to analyze this case with different approach.
What were your reactions? The teacher was responsive to the needs of her students by recognizing that some of them were active and including a kinesthetic aspect to the lesson. She is also sensitive to the fact that reading is difficult for many children; therefore, she is open to using various methods, strategies, or ideas to teach the children to
Peter is a serious person even when it’s a joke. One can see this when Peter states, “Think
...anding how to properly run a behavioral program is the best way to initiate success. With the knowledge of the different class settings, reasons for behavior, classroom management, and behavioral management these children will be well on their way to eliminating these issues all together.
Using specific examples from Jake’s lesson, first discuss whether Jake’s objectives were appropriate and then discuss whether each of his lesson objectives (psychomotor, cognitive, affective) and teacher objectives (stated below) were met.
For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.
Flinn didn’t spend any time teaching positive peer-related social skills. The students were just given time to work, and there weren’t any situations that arose where these specific skills needed to be addressed. On Thursday, Mrs. Flinn took a few minutes to talk with the students about how to separate themselves from classmates who they seem to get into more trouble with and how to have an appropriate conversation in that situation. I feel that the differences from Wednesday to Thursday here can be described by the specific activities taking place and the change in student behaviors. I thought Mrs. Flinn very appropriately added this social skill lesson into the school day on Thursday with the AR party occurring in the afternoon. I could tell that the student behavior since Wednesday had escalated because of their excitement. I think that lessons on social skills are more meaningful and much better received at specific “teachable” moments like these, because students are able to take what they learn and apply it to their lives right at that moment. Because of this, I feel that teaching positive peer-related social skills may be sprinkled into the curriculum when it fits best; it may not happen every single
“I organize my classroom in ways that motivate my students to learn. I use positive reinforcement. I have positive posters. I have them siting in groups to help them develop socially.”
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
Just like we had learned about in the Parent Presentation Video, Peter’s parents fought for everything. They fought for his education, his future, and, most of all, his happiness. Peter’s happiness was of utmost importance to his parents and all those around him. This demonstrated to me that Peter’s parents know what if really important in life and are worried about teaching their child life skills. They have accepted that Peter will never be like other people and needs to be taught skills to make his unique future as bright as
My initial thoughts on my student were completely different than my concluding thoughts. When meeting with my Socratic Dialogue Group, I would often state my observations and experiences my students would do in class and after receiving feedback from peers, it has allowed me to understand different perspectives that I did not consider before. According to Carini, “The more students practice and get feedback on their writing, analyzing, or problem solving, the more adept they should become” (p. 3). Another aspect that was essential to helping me see my student differently was the prompted questions that we needed to answer throughout our meetings. This is allowed for me to reorganize my thoughts and consider qualities and judgements I made previously. My Socratic Dialogue Group helped me clarify any thoughts I had on my student throughout the weeks and provide collaboration and innovative ideas on how else John’s needs could be met, even if at my times John’s teacher would
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
Teacher Interview summary: I had the pleasure of interviewing the 3rd grade social studies teacher Mr. Columbie. As I observed Mr. Columbie on a weekly basis, I would constantly ask him questions on how he taught social studies in his classroom and what strategies he uses. Mr. Columbie informed me that he teaches social studies in his classroom once a week, but now that the students are preparing for the FSA test he has not been teaching social studies. He explained that the schools main focus is that every teacher is teaching and building students math and reading skills. He also explained to me that he can get in trouble with the principle if he were to teach a full social studies lesson in his classroom. He told me that for social studies he is giving his students reading passages and the students are answering comprehension questions at the end of the reading.
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic