This would affect a child’s social and communication development as he/she would find it difficult to listen and speak to peers staff and carers this could also affect their behaviour possibly becoming frustrated and quite angry Whatever concern you have about a Childs development in any area, you should always share it with others. In primary school pupils, refer to the class teacher in the first instance, followed by the SENCO (Special Educational Needs Coordinator). In secondary schools you may wish to go straight to the
When a student is in new surroundings they will search and test the grounds on which they can and cannot do. There can be a fundamental reason such as ADHD. When a student is over active they could have developmental problems, and maybe they are frightened to have the child tested. The plan that I would use is clarifying the rules in the classroom and then displaying him or her classroom techniques. Maybe sometimes you have to show the student more than once to understand the procedures.
There are many different ways in which pupil learning may be affected, for example, being distracted too easily, easily influenced by others, concerned about what peers think, misbehaving to gain attention and arguing or fighting during break times. Explain the sorts of problems that might occur when supporting learning activities and how to deal with these. 5 3.6 There are numerous different reasons why support staff could have difficulties when supporting learners. They may be: The learning activity | Sometimes it may be a case of changing or adapting different strategies for pupils to work with so that they understand what they are doing, this may be if the teacher has set work that the student you are supporting isn’t capable or finds it more difficult to understand, you need adapt or deliver the activity in a way to help the child to understand. | Learning resources | When there is a lesson that requires different equipment to be used, make sure you know it is in working order, check you know how to use it, that it is functioning and that pupils will be able to use it.
“Repetitive behavior involves repeated movements and verbalizations. These include motor movements, persistent attention to parts of objects and strict adherence to routines.” (Turnbull A, Turnbull R, Wehmeyer M, Exceptional Lives Special Education in Today’s Schools 2010). Now, with students who have autism it is very important to have a good simple routine and stick to it. And it is very important to tell them about a change at the beginning of the day rather than waiting right up until it is supposed to happen. Sticking to a routine will help things to not be so chaotic when it comes to transition time and telling the student about a change will help that student deal with that change before problem behavior can occur.
23. Mental retardation (placed here for educational purposes). C. Anxiety, stress, and fear are state of unrest or alarm brought on by a situation that is perceived as threatening our safety and well-being. h. Ways of experiencing stress and anxiety: xxiv. Frustrated: goal-directed behavior is blocked.
It requires a variety of teaching strategies to overcome undesirable behaviors in the classroom. If a student has violent tendencies (acting out hurting others and themselves) they may have a Severe Intellectual Disability label for special education
Another common issue might be their language and cognitive skills. Problems with their speech, understanding words, talking problem solving, memory, attention, problem solving, and judgment can all be affected by TBI. These students might also have a hard time staying focused and might be disorganized in their work and/or thoughts. Behavioral problems is also a common symptom of TBI. The student can have withdrawal from their peers and many social problems such as anxiousness and depression (Yeates,
Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff. Depending on the situation; different referrals may have to be used. It may be appropriate to just have support from another adult within the school. However, there is also a wider range of specialist support available. Specialist support within the school: • SENCO or supervisor This will be the first point of contact for behaviour support and arranging additional strategies for use within the classroom.
How can parents reclaim their position as part of the school community? Group 2: Lack of competence on the part of a teacher has a negative impact on the way learners view their teacher and also often results in discipline problems among learners. Suggest ways in which a teacher can be regarded as a quality and effective teacher providing examples in your argument. Group 3: Teaching also goes hand-in- hand with the manner in which you conduct yourself as a teacher because you have to develop a certain atmosphere and quality when standing in front of your learners in a classroom. Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher.
Laura Lefkowits, in her article From Equity to Adequacy adds... “An important first step for education leaders and policymakers is to help their communities define not only what they want students to know and be able to do, but also how much they are willing to pay to achieve these goals.” How much are we willing to pay? The bottom line is really the front line. When schools struggle to keep books on shelves, struggle to attract and maintain quality staff, while simultaneously fighting off censure and upheaval due to poor historical performance, all in a dilapidated building with overcrowding issues, it is impossible to consistently have adequate outcomes much less high ones. These factors, when interpreted by an ever wisening populous, become a catalyst for the neighborhood’s ambivalence toward the school’s stated mission. So pervasive does this ambivalence become that citizens turn away from the idea of classical education as a real means of upward mobility.