Tiara Warmack 3/16/2014 SPE-226 Educating the Exceptional Learner Instructor Crystal McCabe Life Long Learning Lifelong learning is something that everyone achieves whether they try to or not. People learn something different everyday even though they may not pay attention to the lesson. People take education for granted as well as continuing to become more educated over the course of life. People with disabilities thrive at the chance to learn because the odds are against them. What most people take for granted is what people with disabilities wish they could accomplish as easy as those without disabilities.
It is important that children are made aware of what is expected of them within school with regards to their behaviour and interacting with others. Adults must also be conscious of their reactions to certain situations in front of children as they are seen as role models, for example using bad language or aggressive behaviour will stick in a child’s mind and they may replicate the behaviour. As a Teaching Assistant, having a close relationship with any pupil in my setting means I can learn to recognise their needs. I work in the nursery every morning and a lot of the children are only 2
Appropriate Behavior Expectations Case Study Cindy Dean Instructor: Kristen Jaquez June 1, 2014 Appropriate Behavior Expectations Case Study There are some teachers that have special prospects for their students. One example is to follow directions in the classroom or anywhere. A teacher may tell a student to take a seat or even get in line; it is predictable for them to follow the rules. A teacher should not ever place hard problematic situations on their students, especially young children. You really cannot imagine children who range the age of seven thru eight to grasp the information as teenagers can do.
These rules are sometimes written in a way that they can be like targets for the children e.g. ‘I will walk quietly around school’ instead of ‘Do not run in school’. As rules like this could be difficult for younger pupils to understand, some schools have separate rules for Key Stage 1 and Key Stage 2. For example, one KS1 rule could be to be honest to others while a KS2 rule could be to ‘try your hardest in everything you do’. In some cases, if the children do not understand a rule (this could be down to the way the rule is worded) then staff must discuss them regularly during class and assembly time so that the pupils can remember them.
Unit 8: 2.1, 2.2, 2.3, 2.4, 2.5 Ways to develop and maintain positive relationships – a checklist for new staff * Take time to actively listen to pupils but remain as a figure of authority within the school, by doing this, children will feel comfortable communicating with you, whilst responding appropriately to authority. * Ensure that boundaries are in place from the beginning of term. * Be a good role model for pupils. If pupils see you acting kindly towards others and treating them with respect, they are likely to do the same. * Encourage children to respect each other.
(Q1b) The policies and procedures that are in place to support children and young people make children feel safe at the school because they feel that are fully protected from any negative behaviour inflicted by other children. Children will perform better in their studies if they know there isn’t any obstacle in the way that can cause them stress and make them feel unhappy. Our school policy ensures that every child knows what is expecting of them and expects each child to make their own positive contribution to the school. This is achieved by making every child feel proud of the school they are in. Children’s behaviour at the school depends on each child’s attitude to each other and the school.
To develop a positive relationship with a child can often take some time. This can take a lot of patience and trust. Trust is a huge part in developing a relationship if someone trusts you they are more likely to come to you if they have a problem that they need help with. It is important to adapt communication to include all children. In my class the children are always greeted with a smile, good morning and how are you today aswel as sign language and PECS.
If they live in poverty they may not have the opportunity to socialise with other children so they may find it hard to interact with other children. They could feel singled out if they do not have the money to do things unlike the other children in their setting. * Education Whether they go to a private school or quite a deprived school. They may not have access to things that a private school might offer, e.g. school trips or the kind of education that they are receiving.
Anne School. It allowed students to fix their educational gaps and it prevented them from falling back in their classes. It also instilled in the students a time management skill that would benefit them in the long run. Unfortunately, there are not many tutors and after school teachers to go around. Many students end up leaving without understanding their math homework or any type of homework.
Having visual aids and symbols as someone's preferred method of communication can break down the communication barrier by allowing the staff to understand the individual. A strength of having visual aids and symbols is that it allows for the individuals to be able to communicate with other people and have them be understood. However a weakness could be that their visual aids could be lost or that they are not been understood by the person they are trying to communicate with. Learning sign language and/or makaton can be beneficial to someone with additional needs as it may be the only way that the individual can communicate with other people. A strength of this will be that the individual will be able to communicate with other people and get their needs across and get help if they are needing it.