This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing. There may be a lot of different things going on when it comes to discipline that a parent of a student with special needs does not understand and this chapter could given them a good insight to the reasons behind the actions. Also it would give parents the resources they need to maybe challenge what the school is doing if the school does end up over stepping their role in disciplining a student
By allowing certain behaviors to occur without consequences the teacher is sending the message that it is okay. This can cause the students to lose focus and a decrease in understanding of the lesson being taught. It can also allow chaos to reign supreme. Disruptions can also make other students feel threatened. Students must feel safe and secure in their class in order to learn and grow in education.
At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives. At the high school level, we have the opportunity to truly inspire and make a child feel as if someone believes in them. While teachers can do so many positive things with this power, they can also do much harm (as Dr. Wayson spoke on). I really enjoyed this section of his talk, however, my one critique is that I felt Dr. Wayson didn’t practice what he was preaching here. Perhaps he was leading by an alternate example or giving examples of what not to do, but I felt that Dr. Wayson picked on many of the members of the class.
| Senior Management team | The leadership or senior management team are often made up of the head teacher, deputy and heads of department. These professionals will often have more than one responsibility. Their role is to set the strategic direction of the school and then manage this. They will lead any changes and often ensure that the school is doing the best it can for those children who attend. The team must be aware of the current state of the school and manage this effectively, be imaginative in trying new ideas/initiatives in a manner that can get the whole school behind their ideas.
They have to be prepared to both support and challenge the head teacher and staff by gathering views asking questions and deciding what is best for the pupils. Senior Management Team This is usually the Head Teacher, Deputy Head and Heads of Departments, Special Needs Coordinators are sometimes members too. Their role is to set and manage the strategic direction of the school. They also lead any changes in the school and make sure the school is doing its best to deliver the strategic direction for the pupils attending the school. They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented.
Relationships and interactions between teachers and students can adversely affect students. The actions that teachers exhibit can affect a student either negatively or positively. A teacher who has no training can make students suffer from impatience, frustration and they might become aggressive. Low interest in the subject might be evident among the students, which may lead to low performance. Trained teachers will automatically know the types of measures to use incase a student exhibits a certain undesirable behavior.
It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students. It must provide suitable staff and funding to meet the needs of each SEN student. The national policies on Health and Safety need to be followed. Amongst other things schools need to assess and manage risk, train staff, write school policies for trips at home and abroad including adventure
We have age limits and restriction on many things, but why does are education system expect these young kids to make the right choices, ask for help and develop good study habits on their own. Our education system needs a new approach to resolve these issues. Teachers and parents need to be held responsible, for how well these kids do in school. We need come up with a new plan so these students aren’t left lost and helpless. Flunking students can be used as a positive tool by our education system.
Along with positives for the students, there are positives for the teacher’s also. Teachers have a framework for understanding what students have learned or should have learned before arriving in the classroom (Gardner and Powell, 2013). The focus on skill doesn’t mean teachers should abandon the content but rather it also offers a clear framework of what skills the student should be able to do instead of what they should know (content). Common core standards are a good step in clearly defining what students need to know and be able to
BRIEFING PAPER (On Functional Behavioral Assessment: Principles, Procedures, and Future Direction) Introductory Note: The Functional Behavioral Assessment (FBA) is an investigative process that examines the context of challenging behaviors in the classroom. Information gleaned from the FBA process is used to develop a behavior intervention plan to address the challenging behavior and teach a socially acceptable replacement behavior. However, the FBA has remained almost exclusively used with students identified with disabilities, particularly those with emotional/behavioral disorders (EBD) as a last resort before removal from the general school campus. Fortunately, there is a growing awareness of the FBA as positive behavior support practice