Students with challenging behavior require specialized care and monitoring to identify and determine the functions of their behavior. An accurate documentation and analysis of data helps to ensure that an effective Functional behavior assessment (FBA) and behavior intervention plan (BIP) are put in place to combat the adverse behavior. When the function of the inappropriate behavior is ascertained, alternative acceptable behavior are used to replace them. It is important to make sure that the alternative replacement behavior will serve the student the same purpose or function to prevent the student from developing other unacceptable exhibitions and habits. The antecedents and setting events, the behavior and consequences should be critically considered to ensure that the function of the behavior is met.
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Is “Free Speech” Really Free? Getting to speak your mind in elementary school all the way through high school is very limited, possibly due to the maturity level of most, but when college comes around it starts to open the doors to where decisions, ideas, and choice of classes are your freedom to express and declare what you want, but college systems are silently restricting the freedom that students have to voice their opinion. Allowing the right of free speech on public college campuses has become an important issue that many public colleges are starting to address. The author Mary Beth Marklein explains in her article that the freedom of speech students have on campus is not as extensive as college administrators claim, or what the student’s desire. Marklein reveals students feelings of being influenced to join programs where they are not able to speak their mind and provide input.
The research paper attempts to isolate factors of fear based on their prevalence, their generality and the common concerns that entail a student’s academic life and performance in the University sphere. The paper distributes the factors to assess how students respond to fear individually and how each factor impacts their academic performance. The paper assesses fear in an academic sphere only without taking into account variables like personal stress or medical conditions that can increase fear and thus inadvertently induce stress that builds up from fear. The paper proves that fear can be a motivating factor for most students who use fear to achieve success and gain excellence. A few students are not happy by the presence of fear and they see fear as a factor that pulls them down.
Students that are caught cheating face a wide range of extreme consequences. Knowing this, students still decide to perform this act and risk getting caught. There are a variety of reasons that tempt students to cheat; a few of them are: cheating offers an easy way out, making parents proud and the fear of facing disappointment, and simply just being unprepared for an exam. Some students believe it is alright to cheat on an examination therefore making cheating an option for them right of the bat. This gives them an easy way out of an examination the next day while everyone else in their class is studying last minute.
Later, though, after the student has cheated, there is a sense of ease and resolution to the situation, and this weakens her argument, making the issue of cheating seem almost irrelevant or benign. The reader also notices Wenke’s use of the personal pronoun “you” throughout the scenario in the first paragraph, suggesting that she is aiming the argument at high school and college students. It’s evident that the tone of this piece shifts, but the author begins with a quizzical tone and asks many questions throughout her argument. “If my parents’ generation had such high morals and wouldn’t cheat, wouldn’t they teach their children the same?” (Wenke, Page 1) She then moves to a more contemplative tone in the latter part of the piece, explaining the possible effects of cheating on our society today. She points out that “this attitude will not stop in the classroom, but will carry on into the business world… [the students who cheat] are in turn the ones who will
Ethical beliefs vary from person to person; however for the most part, there are ethical standards that everyone knows and for the most part understands. Teaching ethics to someone would be defining the basic difference between what is right and wrong and how to apply that to daily life. Here is a simple example of an ethical dilemma a student could face: a friend gives a student the answers to the upcoming test; he or she could do no work and just copy the answers from their friends paper to their own. However, the student chose not to do this and takes the test himself or herself. This student showed a strong positive moral understanding of this ethical dilemma and chose to make the better decision.
The first, “Discipline of Self,” can be described as the practice of control over ones’ self and conduct for personal improvement. These students’ main basis and determination are for betterment in personal life and accomplishing goals. For example these students: set goals and complete their assignments. These students also practice time management, ignore peer pressure, and stay focused. These students know the personal impact and consequences of deterring from their plan.
Some students think the community service should be for students who want to help and do some good for the community. It should not be a part of the curriculum of colleges. In fact, the mandated community involvement is that such policies engage the students who would not have volunteered on their own mindset or someone who don't even do any school sports or clubs. This appears to be the case in Ontario, where a 2007 study of students found that, on average, they keep the positive attitudes toward the compulsory community service requirement, and that the program had been successful in helping students who otherwise would not have volunteered. Secondly, some students argue that they are so busy for learning; sports and music training that they don’t have time to involve the community service.
Enforced ground rules are mainly Health and Safety rules. Ground rules should be created by teachers and students. students have just as much right to make the ground rules. Ground rules that are set by the students, are more likely to be followed by the students themselves. Because students will think of rules and then negotiate as a class on the rules that suit their needs, that is why they are more likely to follow.