Today I learned from reflecting on our sixth class session about how students may feel cheated, overwhelmed, and even like a failure in how the education system can be stacked up against them and their needs when accommodations and adaptations are not in place and they are expected to perform in an environment in which their needs are not being met. Nowhere was this more evident that when the class participated in conducting the star sheet simulation in which we had to rely on a mirror reflection to trace over the paper star without looking directly at the star itself. That example served as an analogy one could say of how challenging and difficult that students with special learning needs may feel with being tasked to do something that is not within their comfort zone of doing when being expected to …show more content…
In the video “When the Chips are down” by Rick Lavoie, I learned not only the same information as mentioned above but also helpful solutions that Rick Lavoie offered for teachers in how to respond with negative and positive student behavior. The presenter suggested among the following that teachers: restrain from yelling too much, as that might leave students to be less responsive over time; to extend verbal praise and other positive reinforcement as change from negative behavior; reinforce behavior progressively as the child makes steps towards positive behavior; set deadline incentive challenges to have the student complete tasks with positive behavior; and also the ‘broken record technique’ in which to state the rule 3 times to the offending student after indicating the infraction that was committed by the
This lesson focuses on the dependency of students. Mr. Gatto explains that, Students come into class and sit on any empty chair believing that 's all their required to do, and that they 're right for thinking that because students ' are assessed by the work teachers provide them, which makes them feel like the only thing they need to do is obey orders. This is the reason why students lack self-evaluation, self -motivation and self-criticism.
Initially, I must state the context within which I have been working. The school I am based in is situated in urban area with just over three hundred children present. I am working in a year two class, consisting of thirty children. There is a broad range of abilities that presents its own challenges across the class, there is four SEN children to consider. In the class two SEN children have one-to-one TA’s and one is working from a different timetable from the rest of the school. My elicitation topic was chosen because it was a subject theme that the children had not yet learnt: Body Systems- Skeletal System. I decided to plan for my three profile children plus another child who is very interested in science, this was intended to create
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their
By giving Heather reprimands, the teacher could address the undesirable behavior (disruptions) and enforce the desired behavior (waiting for others to finish before she speaks). In order for Heather to achieve this goal, the teacher must be consistent and would preferably reprimand Heather quietly, because research has shown that students respond better to quiet reprimands. The reprimands should be immediate, positive, and specific, identifying both the undesired and desired behaviors. It is also important for the teacher to remain neutral and continually evaluate the strategy, along with being firm and resolute.
All schools have rules and regulations that students need to follow. Schoolwide Positive Behavior Intervention and Support (SWBIS) is an intervention plan that engages positive behavior and supports social behavior. By implementing SWBIS into a school system, disciplinary action is equal for each student. Therefore, “Schools that promote prosocial, cooperative behavior and academic success are central to preventing problem behavior” (Martella, Nelson, Marchand- Martella, and O’Rilly, 2012, 309). To insure that SWBIS is effective, there is a three-step tier that help categorize student’s behaviors, and allows teachers to create enough data on these behaviors. “In any school, three types of students can be identified: typical students not at
When working with students with disabilities in a secondary school setting, these students frequently have a negative views towards school and learning due to their previous struggles and defeats. Combining students academic weaknesses with their social and home lives, makes a powerful recipe for stress on a young adolescent. Statistics from the National Center for Education Statistics report that 30.7 percent of secondary public school teachers report parent involvement as a “serious” issues within education compared to 20.6 percent of their elementary peers or 5.5 percent of their private education peers. Parent involvement and support play a major role in students behavior at school. Working beyond these stressors to focus on academics can often be a challenge for Ms. Burns’ students.
In Mrs. Matte’s classroom she uses two different boards. The first board is labeled, “LMS NEWS”. This bulletin board is located at the very front of the classroom right by the door. This bulletin board contains a calendar, a daily bell schedule, and different passes such as an office pass, guidance pass, lavatory pass, nurse pass, and a water pass. The calendar located on this bulletin board is big enough to allow for everyone to see no matter where they are located in the classroom. The calendar includes what is going on around school as well as important dates the students need to be aware of. The bulletin board also includes a section labeled “Absent”. In this section students who have missed class can pick up items that had been distributed during the class they missed. This allows for a quick pick up without taking time out of the teacher’s day to hand out missed work. Mrs. Matte suggested having a bulletin board like this one to allow for a quick reference to both the students and yourself. The second bulletin board present was “Star Student”. Each week Mrs. Matte picks a different student to be the “Star Student”. In order to become the student one needs to show an ample work ethic, signs of achievement and being a responsible individual. Mrs. Matte stated that in her classroom the use of a “Star Student”, promotes for active learning as well as having the student take responsibility for their own work and to strive to be the best student they can be. “Star Student” could be seen as an extrinsic reward
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
A lot my time was spent weighing the pros and cons of punishment and rewards systems in the classroom, while taking into consideration the longer term and short term benefits and implications of utilizing them in an active classroom setting. My conclusion on this is that trial and error will be needed for this type of classroom management. I do not support the idea of punishing an entire class for the behavior of one student. Methodology like that can lead to more harmful consequences than positive consequences in the long run. It also important to keep in mind that children can have a negative response to hostile and negative classroom practices. However, sometime if as a teacher I remain calm and take me time and make an effort I can have an affirmative relationship with my students. For example the girl who dropped her art work. If I had shown displeasure or aggression to her, I could have contributed to a possible bad environment in that child’s life. However, I responded with kindness, patience, and a smile, and in return I coxed her out of shy shell and received a thank you and a smile from her
I am attempting to develop a skill set that requires them to listen when it is appropriate to listen, break the disruptive behavior with positive, reinforcing behavior techniques, and it is different for each child. My goal is to find the technique or techniques that works best for each student, and this is a process of elimination that takes some time. I do not want to reinforce negative behavior by making them have to sit next to me, or leave the classroom, so that is my last resort. I remain calm with each technique selected, and try to keep the focus on my needs, and not on their disruptive
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
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