Developmental History Case Study Randy Porter University of Phoenix I was referenced a child by his teacher who thought the kid had a psychological issue. This child is an eight year old boy who was referenced to me because he consistently disruptive his class mates during class. He consistently has outburst in the class room and has shown other type of behavior that is not appropriate in the classroom. The child is very disruptive and is consistently getting into trouble during school hours. His parents have been called to the school on several occasions to pick up their son and take him home.
Some student profiles created by faculty members contain information that could be called into question because of biases and stereotyping. Conclusion This report provides a descriptive framework of the Kelsey Elementary School. At first glance, the systems, faculty, and personal that are in place seem to function well. Further observation reveals that although there are good communication methods in place, there is room for improvement. There are several factors that lead to a breakdown in communications but there are many tools and exercises that can aide in the improvement of communication between staff members, teachers and students, administrators and faculty, and all others associated with Kelsey
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. Currently, a great deal has been promoted with regard to theory, with a decided gap in the literature regarding the use and effectiveness of the differentiated model in practice. There’s no silver bullet to differentiation because it all depends upon the individual teacher. While reports speak of promising outcomes, still to be decided however, is whether teachers have restructured their teaching, being aware of the wealth of information presented on differentiation. Studies have investigated
Danielle DeAssis Professor Joshua Halsband Research Paper May 15, 2014 School Climate As schools try to accomplish higher achievements major factors play part of the achievements. In the book Smart Kids, Bad Schools, one of the main focus is the schools social and physical environments. The influence a school gives off will either hurt them or better the school’s reputation. The OECD (2006) defines that “educational spaces” as a physical space that supports multiple and diverse teaching and learning programs. The social environment is defined as positive interpersonal relationship.
Good communication skills are essential for early childhood educators. This essay outlines how good communication skills provide advancement in student skill, through proper practices of collaboration between childhood educators, students, and parents through good communication. Classroom communication can be defined as a process of information shared that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting (Kearns, 2012, p.33). Firstly, this forms the basis of skills essential for educators to increase student educational success. Secondly, children increase social and cognitive development from positive influences that are communicated by teachers.
Paper 608 #2 “Positive Reinforcement as a Method of Behavioral Management” Erin M Verley Norda 10 SPED/Semester 3 02/14/13 Inappropriate behavior incomparably disrupts both individual learning and the possibilities for a SPED student’s immersion into classroom inclusion, not to mention acceptance by peers and society. Emerging research suggests that the past favored behavioral/classroom management technique of punishment is punitive in nature and does not teach the child any useful lesson. Consequences are now preferred at the end of a child’s inappropriate act, an action that makes sense and is a logical outcome. Even more so is the idea of Positive Reinforcement, a form of the aforementioned consequence, but more so as logical outcome to on task or exceptional behavior. The basic definition of positive reinforcement is thus; adding a result or consequence that the child finds pleasant, dependent on the occurrence of a certain on task or exceptional behavior by the child.
There are several benefits of positive reinforcements by using the choice-making strategy. This strategy gives students and teachers a more positive relationship. It can increase children’s completed work and assignments and how well the work is done or performed. It also can expand children’s encouragement and slows down the disruptive behavior. According to the article, “Offering choices gives students decision-making opportunities that allow them predictability (Jolivette et al., 2012) (Curran, 2003), which for most students with behavioral needs comes only as a result of their misbehaviors (Van Acker, Grant,
• 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.
A basic rule for brain based research is that maximum learning is achieved when current concepts are linked to prior knowledge (Hardiman, 2001). Students prior experiences, interests, and thought processes highly influence learning of current content area concepts in several ways. Students' attitudes and perceptions greatly influence how they learn. They tend to make strong distinctions based on the emotional sense of words (Doyle, 2011). For example, a student may not want to learn math due to a negative experience from a previous course.
When all parties have reached a consensus that there is a greater problem than meets the eye, either psycho-educational testing is begun or the RTI model is initiated. The RTI is simply an intervention that is put in place which helps those students that are struggling with academics and or behavior. In the event that no agreement is reached with the parents, it is the parents can appeal the decision. There needs to be an understanding of what a psycho-evaluation is. Psycho-evaluations are composed of a series of tests that will indicate a child’s abilities as a whole.