Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
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.
A Child Study Team (CST) is a group of education professionals that meet on a regular basis to discuss, assess and formulate plans to intervene when a student is showing signs of difficulty in a regular education environment. This team is part of the pre referral process before a struggling student is formally assessed for special educational services. The CST group follows the Response to Intervention (RTI) pyramid schedule, and when a student does not perform at grade level in Tier 1 in the RTI plan, that student is moved to Tier 2. According to Roger Peirangelo and George A. Guiliani from the textbook “Assessment in Special Education”, When progress monitoring and teacher observation show that Tier 1 RTI strategies are not working, they will move to Tier 2 RTI. () Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan.
When choosing the most appropriate interventions, the student’s multifaceted school day is heavily taken into account. Especially noting that social workers are limited in the amount of time they are able to spend with an individual child or group. “Implementing scientifically based research is a complex process, especially when trying to match research to school wide, class wide, and individual needs consistent with a response to intervention (RtI) practice framework” (Sabatino). Interventions are a team effort and need to be treated as such for a child to be successful. The frequency of children suffering from Autism Spectrum Disorder (ASD) has become higher and higher.
Personalities can clash b. It is important to have a team atmosphere and people will be teaching in the same classroom. 4. Describe how you would handle a parent who is upset because another child hurt her child? a.
Collaborative Learning Community: Cultural Mosaic and Essay There are many cultures that educators will come in contact with in today’s classroom and teachers need to be prepared to provide them with the same level of learning as any other child. However, when students are from different cultures and have more complex backgrounds, the approach to learning can be quite challenging if the teachers has not educated themselves on strategies and techniques to accommodate these learners in the classroom. Therefore, by exploring the African, Indian, Japanese, and Mexican culture of students in the classroom, one will be able to gain insight on how to build an effective working relationship with students, their ways of communication, and learning styles that specifically connect the lesson content to the individual while knowledge and productivity is occurring. The following is a chart that compares some of the cultures in today’s classroom: African Culture Indian Culture Japanese Culture Mexican Culture Norms • Strong sense of family and religious ties. • Extraordinary belief in faith to persevere through any situation that may arise; that being in the classroom or outside the classroom.
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.
The classroom teachers are a leading force in charting the academic journey of struggling students that lead to educational success. They assist administrators, other teachers, and parents in creating and maintaining a healthy environment conducive to learning for students. They also help students navigate through mental, medical, and home-life issues to meet the academic demands of school by tackling the cultural and linguistic differences of students head on. Planning With Cultural and Linguistically Differences in the Classroom What general theory exists in the literature on planning, implementing and managing the differentiated instruction? While differentiation is acknowledged to be a compelling and effectual means of restructuring the traditional classroom to include students of diverse abilities, interests and learning profiles, the philosophy is lacking in realistic validation.
There has been an on-going debate whether or not to include such classes during school hours, yet it is clearly evident that Child Development hours are a necessity. One of the major roles of Child Development programs is that they provide learners with general knowledge and let them become open to their society and surrounding. To begin with, lectures about social interactions are given to students by experts and teachers of high level of understanding. To point out, those teachers talk about the importance of friendship and stress on the real meaning of “true friends” in addition to romantic relationships with members of the opposite sex. Moreover, one’s health and how to take care of one’s body is discussed during a series of orations.
So I feel teachers need to know and be aware of the one-to-one, extended, cognitively challenging conversations and how to engage in such communication, even with students that are reluctant talkers. Teachers need to know how the lexicon is acquired and what instructional practices support vocabulary acquisition. They also need to know how to conduct story reading and other early literacy experiences that promote phonological awareness and prepare children for later success in reading (Snow, Burns, & Griffin, 1998). Most early childhood teachers do not have sufficient training in how to support early literacy learning. They need to know how much phonics children need to know, how to know which children need more or less explicit phonics instruction, and when to stop teaching phonics to which children.