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As a teacher, I am always seeking to improve my place within the big picture of my student’s academic, social and emotional aspects in their lives as well as try to meet the expectations and district requirements of my profession. Prior to this class, most of my efforts were on an individual level to find new classroom management strategies and tools in which I can provide students within my classroom and improve upon those that work.
Ideally, I understood the importance of communication and the whole-school approach to student discipline, I initially could not identify the foundations that a Positive Behavior Support System (PBSS) would need to be successful. This class as made me more aware of the elements needed for interconnected school systems to implement PBSS. I am able to reflect on my personal experience with my schools’ approach to a program that was initially intended to be a PBSS. I can identify some of the elements that are utilized that are important such as the positive relationship, as well as identify areas that need to be part of the PBSS such as staff buy in, data driven accountability measures, and understanding of
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This is needed to effectively identify and utilize social skills training. (Sailor, Stowe, Turnbill, & Kleinhammer-Tramill, 2007). For example, Love and Logic provides staff enforceable statements and one-liners that help prevent and de-escalate many problematic behaviors, however, very little training efforts are made to know how to use a functional behavior assessment to determine why the behavior is occurring (Sailor et al., 2007). Without understanding the student or situational circumstances, building the strong bond that motivates and prepares the students to make positive choices unique to the individual is
During the school day many support staff will connect with pupils and they can model positive behaviour and send positive message to pupils.
Every Monday and Friday for 30-45 minutes the entire student body participate in a lesson from The Boys Town Education Model Building positive relationships. At its foundation, the BTEM is about building healthy, positive relationships between students and one another, as well as between students and staff. The goal of the BTEM is to create a healthy school environment through effective classroom management techniques, relationship building, and social skills instruction. The Boys Town Education model can also be divided into four topical components: building positive relationships, teaching social skills, reinforcing social skills, and responding to problem behavior. Similar to Positive Behavior Interventions and Supports, the BTEM is based on research in applied behavior analysis and social learning theory (Hensley et al.,
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
In the first article “The Journal of Educational Psychology” states that teacher-student interactions are very important and can change a students path in achievement. They suggest that when teacher-student interactions take place in a positive matter whether one on one, small groups, or the whole class, that these teacher-student interactions deliver the students with the correct support needed for their learning potential. Also, these positive interactions then can help set the student up for other positive paths in the classroom. Examples of these interactions are categorized into three realms of support: emotional, organizational, and instructional. Teachers who offer a high amount of emotional support to their students in the classroom are creating a safe environment for their students where they can then feel as if they can take positive ventures in their students learning ability. Also it’s stated that an organized classroom can help provide productive routines and also helps support students attentiveness as well a...
There are many school-wide behavior expectations that will included in my future planning to establish a learning environment and decrease disruptions in the classroom. For this reason, I will teach social behavior to students during my lecture and provide opportunities so they can interact among each other. According to Flannery and Fenning (2014), teachers need to recognize and respond to the need to teach appropriate social behavior at the same time they are teaching the specific lesson (Flannery & Fenning, 2014). I chose these expectations mainly because it helps students meet their needs with a positive behavior and provide opportunities for students to develop social skills. Teachers need to provide opportunities for all students to practice and enhance their social skills (Banks & Obiakor, 2015). Another reason why I chose these expectations is because it enhances student’s positive behavior of culturally and linguistically diverse students. For instance, different resources will be assigned to students where they will be able to practice their skills and change their attitude to become better citizens. For this reason, schools must begin focusing on providing students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which students will live and work as adults (Diaz-Rico, 2014). Providing meaningful
According to the article urban schools face many challenges including (among others) limited resources, poverty, and diversity. School wide Positive Behavioral Interventions and Supports (PBIS) was a strategy used to address these and other needs with a benefit of helping promote a safe school climate. This is what drew me to this article since we are examining Safe Schools. According to Goodman-Scott, Hays, & Cholewa (2018) this article was a qualitative single-case study examining the patterns related to the implementation of PBIS in an urban middle school along with the role of the school counselor in PBIS (p. 98). The case study looked for processes and outcomes of PBIS implementation and leaders’ perceptions of the role of the counselor
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
With social and emotional skills, a high-quality learning environment that has high-quality classroom structure and rules, commitment to the academic success of all students and high performance expectations, student learning is optimized. Attitudes towards learning, behaviour in and out of the classroom and academic performance have shown improvement with development from quality social and emotional learning that is supported through parent involvement and integrated throughout the entire curriculum.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
‘No one can consider themselves a professional unless they are prepared to engage in reflective activities’.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.