Majority of those kids were suffering from undiagnosed emotional distress, mental or physical delays and the negative connotation of what they were going through only added to the problem. Imagine being a child and not being able to focus in class. No matter how much effort was put into trying to focus, giving every bit of energy to trying to complete the task but just not being able to, to make it worse, no one acknowledges the effort that is put in to focusing, the reward is being categorized as a bad kid. That would discourage an adult from trying to do better even more a child, so why was it being done. Some of them could not help getting distracted or just did not understand what the teacher expected.
This is more of a moral conflict as students with learning difficulties suffer when taking the standardized tests even if they put a lot of effort into it. Also ‘protecting pupils and the social norm of loyalty to colleagues’, this dilemma occurs when the teachers don’t know if they should confront a colleague for mistreating a pupil or ignore what’s happening as it’s easier and won’t cause any problems. Another conflict is when teachers are criticized if they’re too committed and like to plan activities and trips for students. Some teachers become less willing to do such things as it will lead to criticism from their colleagues. ‘Respect for autonomy’ and ‘fairness’ towards students are other ethical conflicts faced.
They often lose their schoolbooks and assignments as well as non responsive when spoken to. These children may perform poorly in school or become unpopular with their peers, because others may perceive them as being a nuisance. Although many children learn to adjust and compensate for the disorder, this disorder may in turn lead to clinical depression due to a series of social consequences. There are many general symptoms to the disorder often appearing after the age of 4. Often symptoms of hyperactivity may also be apparent in preschoolers.
Teachers, who handle students with EBD, should consider using motivational teaching strategies. It is unfortunate that most of these students are often exposed to negative experiences in school and this reduces their morale in studying and they do not feel the need to strive and excel in their academics. It is therefore required that the teacher, implements strategies that are motivational and encouraging for the students to increase their want to study and visualize success. Rewards and positive feedback from the teacher will go a long way to ensure that the student becomes a better performer and participates in class activities more often. (Lewis & Sugai, 1999)
It may seem childish, but it does make a lot of sense. Schools can help develop us into better people n a lot of different ways. School is where you begin to learn most of your life lessons. If you choose to not learn life tools because you’re cheating, then you’re going to find yourself struggling and making poor decisions for your future. A second solution to cheating is for the teachers to watch their students very carefully while they are taking an exam.
Teachers should try and add fun, interactive and life like activities. Without certain types of activities students find the information they are learning useless and they need to be able to relate things they learn in class with the outside world. All teachers should strive to create an intangible connection with each student. Each student should see their teacher or professor as a friend, not an enemy, that they can trust and relate to. Teachers you need to make a student want to be in class and to make them want to learn Man... ... middle of paper ... ...and pay attention to the material being taught, no matter how a teacher is, acts or teaches and that it is their future at stake.
When students are treated as equals, they respond and behave very differently than if they are treated without respect. I believe that establishing a de... ... middle of paper ... ... classroom management plan is to teach self-discipline so my students will be able to discipline themselves. I believe that in doing so, students will learn from their own mistakes. I believe students will react more effectively to being taught discipline so they can learn from their mistakes. I feel more comfortable adhering to the school-adopted classroom management plan; but I would have to ask my principle for a little room for my own twist on the program.
Some bully because they enjoy control, some have trouble with following rules, some lack compassion and they see violence as being acceptable. Lack of the right parental guidance can cause children to act out. They seek victims with special needs and attributes that are clearly causing them to stand out from others, which in some cases; it is them that feel left out (CSAP). Victims usually remember being left out and exposed to these issues earlier on, “The pathway that begins with exclusion leads to loneliness, dissatisfaction with social relationships and a strong resistance to being at school” (NoBully.com). Bullying is sometimes life threatening to the victims.
Teachers can give gentle oral reprimands alone or follow them with instructions that provide positive practice of an alternative behavior. The teacher must also seek opportunities to interact positively with the student. So, by telling them that you will pay a lot of attention when he or she is following class rules or you will not be able to see to him or she who engages in irresponsible behavior. Works Cited Doyle, W. (1986). Classroom organization and management.
Behavioral Techniques in the Classroom Very often, American parents complain that schools are disorderly and undisciplined. They claim that their child’s behavior has worsened and the child is using vulgar language. Teachers, however, complain that students arrive at school lacking common courtesy and respect for authority. Because of this, instruction time is wasted trying to obtain order (Bennett, et. al., 1999).