To treat children equally a variety of unequal factors need to be taken into account in order to meet their entitlement as pupils. If my communications with the children are to be effective the factors that I must consider are: * The child’s age and stage of development * The context of the communication * Any communication differences In order for the communications to be pitched at the right level I need to know my pupils on a personal and professional basis, avoid any pre-judgements and fixed expectations and look for creative and individual solutions. a) The age and stage of development Children develop and learn in different ways and at different rates. When communicating with a child or young person I take into account their age, stage of development, ability and expectations and ensure my communicative approach is appropriate to them. Where necessary I adapt my style of communication and use appropriate communication systems that meet the child’s needs and abilities.
These opportunities give the children confidence and promotes their interaction with each other. This has an impact on how each child behaves at the school. The school has the understanding that some children may be restricted and may not perform as well as others because of their different backgrounds or their learning capabilities. The school helps children feel content at the school by realising each child’s learning capabilities and provides extra intervention and other resources where needed and by promoting
This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment. By careful observation, a teacher can learn valuable information and plot a strategic management plan, which uses the positive qualities of the hierarchy, such as student leadership, and rejects the negative qualities. While the teacher is observing her class, an equally intense reconnaissance of the teacher is being carried out by the students. With a thoughtful strategy, a teacher can change the destiny of her students (and herself), if she has the foresight and fortitude to commit to her plan of action. Self Management The students should be made aware of what their responsibilities are and exactly what is expected of them.
For example, the most effective method would be, to respect the students and their feelings before they can respect you. Dr. Michaels stated that, “You will gain respect by knowing the emotional, physical, and psychological place of your students. “Show that you care.” This all leads back to students wanting to know that their teacher not only cares about their education but them as an individual. As an after school instructor, I have dealt with many cases where a students didn’t feel like they had to show me respect right off the bat. Which is something that I can understand, because children don’t really comprehend the importance of respect or manners, its something that has to be taught to them.
If they feel emotionally secure they are more likely to participate in the play and learning activities. Children need to have a strong relationship with the staff to feel comfortable and secure this will help them to enjoy themselves and less likely to show unwanted behaviour. It is important for adults to ensure that they have effective communication with their students; this will help keep the children comfortable and will also gain their trust. Without trust and honesty the children may feel like you are unapproachable and may keep their problems and worries to themselves and this may affect their learning. 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.
They may find themselves drawn into ‘the wrong crowd’ because they seem welcoming, and as a result find themselves manipulated. • Poor parental supervision/neglect Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable boundaries. They may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may believe that they are allowed to do what they want because they are never prevented.
s recent policy and practice failing the needs of BESD childrenIs Recent Policy And Practice Failing The Needs Of Behavioural, Emotional And Social Difficulties (BESD) Students, Therefore Putting Them At Risk Of Social Exclusion? The Special Educational needs agenda in the United Kingdom has made great leaps in the past century. Children experiencing difficulties are no longer seen as imbeciles who are uneducable to individuals who have the same rights to an education as all children, although they may need additional time and resources to be able to achieve this. These children are no longer locked away in special schools or institutions, but are educated alongside their peers wherever possible. However there does seem to be some forgotten children.
BRIEFING PAPER (On Functional Behavioral Assessment: Principles, Procedures, and Future Direction) Introductory Note: The Functional Behavioral Assessment (FBA) is an investigative process that examines the context of challenging behaviors in the classroom. Information gleaned from the FBA process is used to develop a behavior intervention plan to address the challenging behavior and teach a socially acceptable replacement behavior. However, the FBA has remained almost exclusively used with students identified with disabilities, particularly those with emotional/behavioral disorders (EBD) as a last resort before removal from the general school campus. Fortunately, there is a growing awareness of the FBA as positive behavior support practice
We have age limits and restriction on many things, but why does are education system expect these young kids to make the right choices, ask for help and develop good study habits on their own. Our education system needs a new approach to resolve these issues. Teachers and parents need to be held responsible, for how well these kids do in school. We need come up with a new plan so these students aren’t left lost and helpless. Flunking students can be used as a positive tool by our education system.
Continuation of Labels Disability codes were introduced as a way of helping link, organize, and evaluate findings for research and funding. They are designed to assist those working with students with disabilities, not the students themselves. Labeling a student helps make exceptional education needs more visible to policymakers (Heward, 2006). This means funding for programs can be brought to the forefront. Smardon (2008) writes: The meaning of disability is different for parents, teachers, school psychologists, school nurses, speech pathologists, guidance counselors, social workers, doctors, and children.