There are many types of effective intervention strategies that are put into place to help manage students that are diagnosed with EBD. Regardless of the intervention used in school, to help regulate the child’s behavior, the purpose of intervention is to allow the student to manage their own behavior no matter where they are. Because of that reason, the self-management strategy is an effective technique of providing support to EBD children. Advocates of Cognitive Behavioral Intervention attest to the mutual relationship with behaviors and thoughts as a primary principle of their method. Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement.
Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people. Collecting data and measuring student behavior in a formal manner is an especially important aspect of effective teaching for the following reasons: Identifying Current Level of Performance Observing behavior helps to pinpoint where the child currently is on instructional objectives. Teachers often measure children's behavior before they provide instruction. This is called baseline data. Baseline data helps the teacher decide how far the child is from where he or she should be.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
Skilled observation is important to correctly determine what is behind a child’s classroom behavior. Misinterpretation leads to difficulties for both teacher and child stemming from the teacher thinking that one cause has led to the child’s behavior, while the truth may be quite different (MacDonald, 2006). Children communicate through their bodies. Their physical actions reveal as much about them as the things they say. A major accomplishment during the early years is the development of social skills.
Encouragement is also important during all aspects of school life such as during lessons, their work, forming friendships and finding new things because this will help the children to try new things and to progress and move forward with their development and education. Secondary Schools- During this period of time in a child’s life it is important we do not intimidate or talk down to the child as this can really knock a child’s confidence, self esteem and could affect their professional relationship with the teaching assistant. Boundaries should be in place so children should know what is expected
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
When a student goes to a public school, the student can learn about the essential subjects from people who know what they're talking about that is if the student chooses to do so. At home school, there is only one (possibly two) teachers; no matter how skilled this teacher is, he or she cannot possibly compare to the diversity achieved in a public school. Another reason for a classroom setting is the benefit of learning within a group setting, some students will excel with this technique. Learning with peers can make all that gibberish in the text book
At the start of this module the topic I found of most interest and relevant to teaching was building a positive classroom climate. I feel that if a student and teacher can work in a positive classroom climate all the other elements of teaching will fall into place .In order for a positive learning climate to occur the teacher must be the role model in the classroom. Unfortunately building a positive classroom climate cannot be achieved by one teacher alone, a whole school approach is needed and it must be implemented in each classroom by each teacher within the school. If this approach is only implemented by one teacher students will get confused which will thus lead to disruptions within the school. A classroom’s
Language development is encouraged by learning centers as children verbalize their activities and interact with peers. Learning centers help teachers follow developmentally appropriate practice by providing materials which children can use according to their individual development (Pattillo, 1992, pp 12-13 ). Teachers must guide the learning process, using scaffolding techniques to keep children actively engaged. Vygotsky's theory of the zone of proximal development posits that learning occurs only when children are supported in appropriately challenging activities (Follari, 2007, pp 39-40). Teachers must also observe and make assessments regularly, modifying the environment as needed to enhance integrated development of all domains.