Yell explains the current laws and regulations on disciplining students in special education. Throughout the chapter Yell breaks down the different aspects of discipline in schools in regards to special education. Yell starts out explaining the procedural due process used to create fair polices. Yell also talks about how schools are given the power to act as parent for the child while they are at school. This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline.
According to Foote, in approximately nine states are using end-of-course tests rather than specific grade-level tests; the change is gaining popularity (p. 360). Students test for a specific subject, such as biology, at the end of the course rather than taking a comprehensive test at a specific grade level. NCLB and Accountability for Graduation Rates Under No Child Left Behind, as part of the yearly objectives, schools are accountable for high school graduation rates. The legislation prevented schools from including alternative diplomas and GEDs in the overall graduation rate percentages, focusing primarily on the students that were more likely to drop out. Schools are required to test students once between the tenth through twelfth grades in core subjects.
The procedure that is put in place for anti-bullying is: For the school of my placement takes action immediately if bullying happens, which then we help bullies realize the consequences of their actions and to teach them different and better ways of behaving in the future and we also support victims of bullying by providing them with ways on how to deal with any types of bullying if it was to happen again. Our code of conduct policy states that each year group has agreed a code of conduct with their teachers and in Reception the children have their own set of golden rules about how to behave in class. Home and school contracts are signed by parents and children. When they start at our school and a copy is sent home and a copy is retained by school. We aim to work together as a school and maintain a whole school approach to developing high standards of behavior.
Bullying in Schools Bullying within the school environment is not a new occurrence. Indeed, evidence of this habitual negative act designed to sway the balance of power (Kipp & Shaffer, 2010) between individuals or groups and individuals, has been recorded in early teaching journals (Rigby, 2003). Analytical investigation in to the area, however, could be considered contemporary. Primary research by Olweus in the 1970’s started the process (Berdondini & Liefooghe, 2005), and subsequently, several fields of social interest were identified as relevant to school bullying. This essay will discuss the historical significance of the family in relation to the issue, as well briefly examine the impact of gender.
The report aims to: • Summarise the findings of Bandura et al (1963) on how children imitate aggressive behaviour that they have observed by another person in real life or in the media. • Give advice to parents of children on how violence observed by children in real-life or in the media can affect how children imitate this aggressive behaviour and how they should protect their children from such behaviour. Background Bandura et al (1963) carried out a research study with the aim of exploring the extent to which children imitate aggressive behaviour that they have observed carried out by another person (a model) in real life or in a film. Ninety-six children (equal number of boys and girls) aged between 3 and 6 years old were divided into four equal groups: Group 1 Each child was individually exposed to a real life person behaving aggressively towards a Bobo doll. Half of group one saw a male model and the other half a female model.
Youth Violence in Schools American InterContinental University Abstract During this paper, I will discuss youth violence in schools, and how the media has portrayed it. I will focus on the urban schools since it has the bulk of stigmatism resulting from public opponents with who placed blame on the parents opposed to the type of community these children are forced to be a part of. In addition, there is Post Traumatic Stress Disorder (PTSD), which is the cause of many of these youths acting out. lastly, acknowledging the social groups and parents who are trying to aid with being positive in fighting those stigmas and obstacles by educating them and giving them different types of avenues to spend their time. Violence in Schools I chose Youth Violence in Schools as the topic for my post.
Children can notice the bad communication and that would not set a good example for growing, young children. Working in a school, staff will be face with having to communicate with parents of their pupils, effective communication is needed in this case because it is important that teachers, teaching assistants and parents have a positive relationship so they can communicate the outside of school and inside of school life of pupils. 1.2 Explain the principals of relationship building with children, young people and adults. The principals of relationship building There a several principals of relationship building. One of them is effective communication, this is a key to start or maintain a positive relationship.
Scientific evidence has shown that families that maintain certain discipline can help mediate the chaos and stress of addiction. This lack of parental attention seems to be more detrimental to girls and boys; hence, the need for family strengthening interventions that encourage parents to be more involved with their children. (Resnik, 1997) By educating parents with proper information, the parents are able to provide protective factors to their children. The goal of family-based prevention programs is to promote positive behaviour development in youth by instilling proper family relational skills and inculcating behaviours that increase parent/child
Bullying in Schools In this essay I wish to examine the issue of bullying in schools, particularly focusing upon how it develops and the important aspects a counsellor needs to consider. Schools in New Zealand are legally responsible to reduce bullying because the Ministry of Education NZ states, “all schools must provide a safe physical and emotional environment” (http://www.nobully.org.nz/guidelines.htm). Bullying is a problem in our schools and it creates an unsafe environment for all who attend school. This essay will first show what the problem is and the enormity of this problem. Secondly, it will talk about the three parties involved – the bully, the victim and the bystander and it will explore some issues of concern for these three parties.
Preventing Teacher Burnout Preposition 3 of the National Board of Professional Teacher Standards (NBPTS) states that teachers are responsible for managing and monitoring student learning (Walden, 2008). This means that high performing teachers are expected to deliver effective instruction; engage students to ensure a disciplined learning environment; know how to assess the performance of individual students as well as the class as a whole; use multiple methods of measuring student growth and understanding and be able to clearly explain student performance to parents (Walden, 2008). Teachers, regardless of their level of commitment or dedication, face challenges at some point in their career that affect their ability to manage and monitor student learning (Kottler, 2005). Some to these challenges include constant bureaucratic restructuring; the nature of the system; feeling of indignity due to the lack of respect from parents, students, and the public (Nieto, 2003); backbiting and lack of support from colleagues; unsupportive friends or family; lack of adequate time and space to effectively perform duties; as well as personal emotional and insecurity issues (Kottler, 2005). When teachers find it difficult to deal with the demands of being a professional educator, burnout or rustout may result (Kottler, 2005).