Positive Behaviour Support and Response to Intervention use similar tiered structures, however, their uses differ dependant on the student support required and whether they require behavioural support and or academic support. Positive Behaviour Support is a process that helps a teacher and the student’s family understand certain behaviours of that child and endeavours to rectify the behaviour (Fox, n.d.). The structure of Positive Behaviour Support is underpinned by a tiered triangle structure which helps identify a student’s response to instruction and how best to provide learning support for them. It also applies to behaviour and the ongoing support needed to maintain positive behaviour (Smith, 2018). Support strategies such as the 4:1 …show more content…
This growth in diversity highlights the need for teacher knowledge and subsequent intervention to be ever present (O’Donnell et al., 2016, p. 149). Possible solutions and interventions to consider are understanding and supporting cultural beliefs, identifying language deficiencies and enacting upon them and acknowledging socioe-conomic differences that disadvantage some …show more content…
Often these students can have lower literacy results and could be at risk of being labelled with a learning difficulty (Foreman & Arthur-Kelly, 2014, p. 9). However, this could have little bearing on their academic proficiency if the same lessons, assignments and tasks are presented in their native language as two-way learning can be extremely beneficial (Duchesne & McMaugh, 2015, p. 407). With this being said, it highlights the need for teachers to be aware of English language deficiencies and implement extra learning opportunities in specialised English classrooms as well as their mainstream classroom to increase their ability and
Lisa Delpit’s book, “The Skin We Speak”, talked about language and culture, and how it relates to the classroom. How we speak gives people hits as to where we are from and what culture we are a part of. Unfortunately there are also negative stereotypes that come with certain language variations. There is an “unfounded belief that the language of low income groups in rural or urban industrial areas is somehow structurally “impoverished” or “simpler” than Standard English” (Delpit 71). The United States is made of people from various cultures and speak many different variations of languages. As teachers we must be aware of some of the prejudices we may have about language and culture.
Years after most school districts in the United Stated have initiated some type of “strategy” for educating America’s, increasing ELL population,; questions about how well teachers of English Language Learners (ELL) are being trained and the effectiveness of ELL programs have arisen . For many, such topic may not be as important to some as it is to others. In retrospect, the number of ELL students grows every school year as schools districts absorb the increased enrollment. Based on state-reported data, it is estimated that 4,999,481 ELL students were enrolled in public school (pre-K through grade 12) during the 2003-2004 school year (Mckeon, 1). With this in mind, school districts are still witnessing a tremendous growth of their ELL population as educators prepare for the tidal wave of non-English speakers. Unfortunately, in lieu of the data, school districts are still not ready for the influx of students who are arriving every day, and teachers are not fully prepared. Additionally, many school districts are failing to support their teachers and to evaluate their ELL programs effectiveness. In fact, the lack of success in many ELL programs is due to the insight that many states are implementing programs with no proof that such programs are effective or working. Simply put, many school districts are not evaluating the efficacy of their program, providing support to teachers, and initiating diversity training and skill buildings.
During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teacher's pedagogical approaches which engage cultural multiplicity in many effective ways. My mentor teacher as expressed earlier in my journals has been teaching for the last thirteen years and has been open to learn about new concepts and ideas central to addressing cultural pluralism in the core curriculum and have tested some practices that have proved to be useful. Some of th...
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
Sugai, G., Horner, R.H., Dunlap, G., Meineman, M., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131- 143.
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
Positive behavior supports is a behavior management system that serves as a guide in understanding a person’s challenging or inappropriate behavior. Typically, a person’s inappropriate behavior serves a function or purpose. It is not uncommon for people to receive reinforcement of their behavior in their environment. For instance, a child might seek attention through unsuitable behavior in the home environment. The response from the parents or caregiver can unwittingly reinforce the behavior through their response to the child. Thus, the child learns to exhibit this behavior in order for his/her needs to be met. One means of addressing a person’s challenging behavior is having a professional undertake a behavioral assessment that identifies and describes the function of the behavior. Through an assessment, positive behavior supports can be identified, developed and implemented through actions plans or goals. However, in order techniques to be effective at decreasing inappropriate behavior, they should be evaluated for effectiveness, feasibility and appropriateness for the person. In addition, strategies should be practical, so parents, schools, or others can implement the techniques
The first step that should be taken is the creation of a Positive Behavior Support (PBS) team. The principal should seek driven and passionate staff members that have leadership skills. It is important to have teachers and staff members from different academic and support areas. Ideally, a PBS team would consist of the administrators, the school guidance counselors, an activity teacher, Title 1
I thought it was better to define what behavior therapy is, in order to better understand it. Many publications have their own interpretation but the common theme is, behavior therapy is observing a patients behavior from a therapeutic approach. Behavior therapy has a variety of techniques that include reinforces, conditioning techniques, behavioral modification and systematic desensitization. These techniques are used to change the undesirable behavior.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The purpose of this study was to demonstrate that Conjoint Behavioral Consultation (CBC) is effective when educators and parents need to address learning and behavioral problems with students. Home-school positive collaboration results in an increase on-task and compliance behavior of students as well as an increase in teacher rating of behavioral control. For this study, positive behavioral support and evidence-based interventions (EBI) was used to address the student’s off-task and noncompliance behaviors.
Classrooms today are filling with more diverse children. English language learners and children from diverse backgrounds face struggles in trying to form to American culture and learn the way typical American cultured students learn. “Teacher of students from diverse cultures should plan a curriculum that supports the cultural diversity represented in their classrooms, use cooperative learning strategies that foster cross-cultural understanding, and establish collaborative relationships with the home” (Vacca et al., 2014, p.66).
The scope of this exercise is limited to teaching English as a second language (TESOL) i.e. teaching programs in English-speaking countries (specifically UK) for students whose first language is other than English. The first thing I noticed, when reading about it, was the paucity of specialised material on the subject. Tricia Hedge refers briefly to “multicultural” classrooms and one reference to “multi-lingual” classrooms and then only to talk about a possible diagnostic method to highlight learner problems (Hedge, 2000 p270). I have therefore tried to glean from various sources, insights and advice where possible. The scarcity of material has another consequence; multi lingual classrooms are often only mentioned as part of a wider discussion of “problems” encountered by teachers and learners. Many of the sources rely on research into monolingual groups (Hedge, Skehan, Lightbown et al.).
As the number of immigrants increase, there is a dire need for teachers and schools to become more knowledgeable on the diverse needs of their students. Teachers not only gain awareness about their actions, but there are important implications on how a teachers classroom behavior relate to perceptions. It is important that the focus needs to be with creating an environment that is appropriate for our ever-changing learning environment and the need to construct quality education for heritage language learners.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual