...5. CLASSROOM BEHAVIOURAL STRATEGIES AND INTERVENTIONS This section will • • • examine classroom techniques for addressing behavioural issues explain the process and strategies for working with behavioural concerns provide examples of the positive strategies and resources available to address behaviour Before anything else, This section will focus on classroom strategies and interventions that address the discipline/behavioural challenges of students who are alcohol-affected. It is getting ready is the important to remember that these students have permanent neurological damage secret of success. that will make changing behaviour difficult. Some of the behaviour management strategies used with other students may not be successful for the child who is alcohol-affected. Unique and individual interventions are more important than any prescribed behaviour program. Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. The classroom teacher needs to ensure acceptance for all students in the classroom. Teachers’ actions that can promote acceptance include • choosing learning materials to represent all groups of students • ensuring that all students can participate in extra activities • valuing, respecting, and talking about differences • celebrating cultural and ethnic differences...
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...[pic] | | | | |SCHOOL DIRECT | | | | | | | | | | | |INDUCTION TASKS | | | | | | | |JULY-SEPTEMBER 2014 | | | | ...
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...1 Know the regulatory requirements for a positive environment for children and young people 1.1 Describe what is meant by a positive environment A positive environment is where the children at all stages of development feel comfortable. For example having a baby room in the setting, the babies would have a large space to move around on the floor so there wouldn’t be the hazard of the baby falling. Having a child with a disability such as Down syndrome, the child would like somewhere quiet such as the reading corner or like being in the sensory room. If the child is 3-4 years old, they may want to stay inside and do dancing/ cooking or they may want to go outside and play on the bikes or with the parachute. 1.2 Identify regulatory requirements...
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...Introduction: Attention Step: How many of you went through the same routine this morning in getting to school? How many of you changed it up a bit? Did you do it because you were in a rush and had to skip a few steps in getting ready, or did you try to get out of your usual routine? Reveal Topic: Generally, people are afraid of change and cherish steady habits, but what if a simple change could make a person happier? What if happiness is a choice? Establish Credibility: According to Time.com, published in 2016, the American Happiness Index is 31/100. This means that less than ⅓ of Americans consider themselves to be happy. Justification Statement: You all know which category you fall into: the ⅓ happy or ⅔ unhappy. Today, my goal is to...
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...Promoting positive behaviour for learning in the classroom In this assignment, I am going to examine the approaches to promote a positive classroom environment for learning in a secondary school. In researching this topic, I found the main mediating factors in creating a positive environment for learning are the school’s leaders, parents, pupil-teacher relationships, classroom environment and lesson planning. My reason for choosing this topic is that I feel my classes are sometimes routine and a matter of learning material and I find it hard to motivate pupils. Initially with my class groups, I think I was too authoritarian, demanding perfect behaviour, silences during lessons, reprimanding pupils for small issues, signing journals, giving out punishments and collecting punishments whereby wasting class time. It leads to confrontations, arguments, poor relationships with pupils and negative environments in the classroom. I don’t have to deal with major discipline issues, however the classroom climate is not what I would like. In doing this assignment, I hope to learn strategies and techniques to help me improve my classroom environment to be more positive, and hence create a better environment for learning in all my classes. I am currently teaching in a private school. It is a mixed school with approximately 240 pupils. The fact that there are relatively small numbers attending the school, discipline can be managed effectively. The pupils are generally well behaved and...
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...Question: Discuss the impact of chronic medical conditions on adolescents and identify ways of promoting resilience or positive development. Chronic medical conditions can have significant consequences in various aspects among adolescents. According to the World Health Organisation (WHO), chronic conditions are diseases that progress over a slow period of time and remain for a long duration of an individual’s life. Adolescence, as defined by WHO, is the period of life from 10-19 years of age. Major developments occur during this stage including cognitive growth, which involves emotional and psychosocial developments. These factors further influence the adolescent’s motivational and behavioral response to everyday life. Adolescents with a chronic condition may perceive these normal experiences as a major challenge compared to healthy adolescents, as their needs to cope with their chronic condition conflicts with typical teenage developments. Resilience is defined as a young person’s capacity to negotiate and successfully adapt to the everyday demands of their illness (Olsson et al., 2002). Identifying aspects that negatively impact on adolescents is vital in order to promote resilience. Health organizations have recognized this concern and have developed programs in an aim for adolescents to gain positive development to cope with chronic conditions. Emotional developments may become undesirable as a result of a chronic condition amongst adolescents. Santrock (2001) defines...
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...Behaviors That Challenge Children and Adults The Teaching Pyramid A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children Lise Fox, Glen Dunlap, Mary Louise Hemmeter, Gail E. Joseph, and Phillip S. Strain Lise Fox, Ph.D., is a research professor with Louis de la Parte Florida Mental Health Institute at the University of South Florida in Tampa. She conducts research and training and develops support programs focused on young children with challenging behavior. Glen Dunlap, Ph.D., is a professor of child and family studies and director of the Division of Applied Research and Educational Support at the Florida Mental Health Institute. Mary Louise Hemmeter, Ph.D., is an associate professor in the Department of Special Education at the University of Illinois in UrbanaChampaign and the principal investigator of a five-year project to enhance the capacity of Head Start and child care providers to address the social and emotional needs of young children. Gail E. Joseph, Ph.D., assistant research professor at the University of Colorado at Denver, has been engaged in several national projects focused on professionals working with children with challenging behaviors. Phillip S. Strain, Ph.D., professor in educational psychology at the University of Colorado at Denver, has designed comprehensive early intervention programs for children with autism or severe problem behaviors. Development of this article was supported...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...exposed to inadequate or inappropriate educational experiences in the family, school, or community. Many of these students are located in large, mainly urban high schools around the country (Balfanz, 2007). Urban high schools face five common problems: low student engagement, poor prior preparation, low ninth-grade promotion rate, low graduations rates, and isolation from the community (Herlihy & Kemple, 2004). When at-risk students are exposed to such environment everyday, they have a greater probability of dropping out of school (Princiotta & Ryan, 2009) Nationally, 1.3 million members of the public high school class of 2009 failed to graduate with a diploma with the majority of that population being African American, Latino, and Native American (Princiotta & Ryan, 2009). The majority of these populations attend schools in urban high schools in majority cities (Balfanz, 2007). Many schools do not have a system that identifies students who are at-risk of dropping out school, so these students are ignored. And even some schools that have indicators in place, they do not offer adequate assistance to help these students (Princiotta & Ryan, 2009). In urban high schools, difficulty transitioning from middle school to high school can increase dropout rates and reduce on-time graduation (Princiotta & Ryan, 2009). Recent studies show that most ninth graders that enter nonselective urban high schools enter with academic skills that are several years below grade level, and that...
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...proven methodology will yield strategic thinking from groups and more organizations in a innovative direction” (Center for Organizational Development and Leadership). Planning assures organizations stay in touch with the needs of the community. Planning will ultimately contribute to the growth and organizational stability of a learning community. There are two Interstate School Leaders Licensure Consortium standards that educators must consider when developing a successful work plan. Interstate School Leaders Licensure Consortium standard one specifies that “a school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community”. (GCU,2012 ISLLC pg. 18) Interstate School Leaders Licensure Consortium standard three specifies that “a school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment”. (GCU,2012 ISLLC pg.18) These standards and their functions set the foundation for developing a strategic plan. Planning involves a base for monitoring that is in progress, along with assessing results and the impact these will have on education. This enables stakeholders to have an idea of how to facilitate a new program by utilizing a systemic approach. Stakeholders...
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...tutorial support available to me | My supervising tutor has approved the title of my work | I give permission for this assignment to be used for training purposes by my tutor, provided it has first been made anonymous | I have read the School’s information on plagiarism and this piece of work conforms to those requirements | In submitting this assignment I understand that my work may be put through Turnitin plagiarism software | My Ideal Classroom within my Ideal School Student Name: Sumera Baakza PGCE International – Dubai 5 (Education) (UK) (12-13) Module 1 Assignment Tutor Name: Ms. Alison Day Table of Contents Introduction 4 Globalization & the IT Invasion - Are we ready? 5 My Ideal School 6 Core Values of My Ideal School……………………… 6 The Ideal Curriculum for My Ideal School……… 7 * The...
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...(Network, 2012). This statement is rather confronting, as it prompts the thought of a possible diversion from the direction that humanity has followed in the past. It is a wakeup call to those that inhabit this planet, as this is a crucial time for making changes that are sustainable; one does not have the luxury of time for deep contemplation. Now is the time for acting. Potentially the most effective way to ensure that the resources, social and economic stability and the environment of the present day will be sustained for future generations is through educating present and future generations in conservation, sustainability and incorporating an ecological approach into our curriculum and pedagogy. The value of education for sustainability (EfS) is increased awareness of all who live on this land, communities, educational institutes and government agencies working together through education of sustainability to shift peoples thinking. This includes generations of young people who can make a positive difference. Burch, (2012) agrees that it is an investment tool for present and future generations. Early guidance and the understanding of cause and effect must be embedded in the foundation of a practical...
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...Philosophy of Early Childhood Education The process of educating children begins at a young age in the early childhood program. Children need to be received in a warm inviting classroom in which the social, emotional, physical and cognitive development are a priority and address on a daily basis. Meeting the children’s needs of feeling safe and nurtured at school will facilitate learning to take place. Before students entered the classrooms to be filled with factual knowledge under scripted lessons that were to accommodate all learners. Educating children these days is more like an art that requires the use of creativity and knowledge to consider the student’s needs to prepare the lessons, incorporate personal philosophies, and implement the proper pedagogic strategies to develop children’s academic potential. Being an early childhood teacher is a privilege that requires to be assumed with responsibility as early childhood teachers spend the majority of the day teaching children who’s both parents work to cover the family needs. Children at the Pre K to K start school between the ages of 3-5 depending on the program and school children are attending. For my final paper, I will identify and discuss the theories and/or philosophies that demonstrate how I envision the appropriate classroom to be for the selected age group. I will also provide an overview of the concepts I will teach in each academic area, and share some of the strategies and activities that will be implemented in...
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...disabilities and the engagement of said family and student within the school and community. Teachers and parents share a common goal: helping the child to succeed in school. Research establishes a strong correlation between parent involvement and a child’s academic success. To help ensure the success of partnerships between schools and parents, teachers and other school personnel should: recognize that all families are different, understand that the emotions exhibited by the parents of children with disabilities regarding their children are complex and varied, and acknowledge that the parents of children with disabilities have additional roles and stressors. All students and parents should feel welcome in the school and should feel respected. Schools should think of parents as equal partners to ensure that students are successful in school. Lastly, because parents’ demands are high, we should value parents’ participation of at any level. Keywords: engagement, student with disabilities, partners, successful Introduction “You take your students and I will take my students.” Too long there has been delineation between general education students and students with a disability. Special education teachers have been the primary communicator with the parents and family. While it is important for special education teachers to communicate with families, they should not be the only teachers in the school that the parents talk to unless they are in a self-contained classroom...
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... many families do not actively participate in their child‟s education process. These barriers can be addressed and overcome by building strong school and family partnerships to promote and increase family engagement. These types of partnerships can be established and maintained by both teachers and families in a joint effort for the benefit of all involved. PURPOSE OF THE STUDY The purpose of my research study is to describe the impact that family engagement has on the educational process of children. Additionally the study describes the beliefs of teachers and families concerning family engagement, its benefits, and challenges. The specific research questions that will be addressed in this study are: 1. How does family engagement set the foundation for academic success in young children? 2. How does family engagement impact the family as a whole? 3. What are some barriers to engagement? A hypothesis I developed concerning this topic is that students whose families are not engaged in their educational process do worse in school (have lower selfesteem, perform worse academically and behaviorally) than those whose families are engaged. FAMILY ENGAGEMENT 3 BACKGROUND Research has found that “when schools invest in developing partnerships with families that enable parents to support their children‟s learning at home and in school, the potential benefits for students are great” (Moles, 1999, p. 31). Parents and families that are involved in their child‟s education and other...
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