My focus, as I work through my timeline has directed me to the inequities of the education process of children with behavior problems. There are programs available for these students but many adhere to the idea of control. It is my experience that we need to help these students learn strategies to practice self-control and not use a completely authoritarian style of management. These are the kids that through their behaviors are asking for their needs to be met. They are screaming for some sort of attention that teachers cannot always give to them. It might be the quiet student or the Asperger’s student who is constantly being misunderstood. Or it might be the child who runs out of the class and hides in the corner or breaks the window, or breaks the teacher’s finger. How do we education these children without, first, identifying their needs? How do we manage them in the classroom…or, do we? There are many effective strategies available for teachers through classroom management techniques. Do all teachers now take classes in effective behavior management? Can anyone share stories of situations that occurred during your lessons or experiences involving students who did not engage? I’m also looking for possible ideas to educate these kids. Currently, self-contained classrooms, day treatment programs, and alternative schools are used. Any ideas for improvements?
Debra, such a TRUE statement you made in this post! (Well, all of it is true and you bring up so many good points and scenarios, but the part I loved was how you asked how do we educate students without knowing them first.) It's awful that my brother (who has Asperger's) was targeted as "the problem" because he retaliated to bullying or to comments that he interpreted as mean or insulting for so long. I brought this up in another post, but one suggestion (particularly for a student like my brother) is to have a secret signal - like pulling an ear - if the student is beginning to act out, to signal him/her to relax, do their ten seconds of relaxation, and give you time to deal with the issue (if it is another student bullying) or to move on with the lesson. That way, the student sees that the teacher has a connection with him/her. My brother loved this method. He was able to relax much better than before. I know this certainly cannot be applied to every single student, but for cases like my brother, a signal to snap them into their relaxation mode (perhaps give them an idea like a place to think about or something happy like Harry Potter or their favorite video game to visualize) and allow them to do that and snap back when they are ready. Just a suggestion!
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ReplyDeleteI really appreciated your statements about your particular field. I myself taught in a charter school that focused on adolescents that had particular behavioral issues, ADD, ADHD, ODD, Aspergers, and Autism. I can understand your comments about control of a classroom. Sometimes, it is very difficult to promote your own understanding into this type of academic setting, but if we don't do this, who else will? I found a whole new level of patience with regard to these students, and more specifically within myself. It takes a very special amount of love to work with these students. I just wanted to say that it is a wonderful thing that you are doing, and you keep up the good work!
Deb, I just recently took a class about exceptional students that now ranks as one of the most beneficial classes I have taken thus far. In the course we talked about the legal issues and what the government and schools are responsible for, what rights the families have, and effective strategies for teaching exceptional students, amongst a wide range of other things. We covered students with learning disabilities, ADHD, Cognitive disabilities, speech and communication disabilities, visual and hearing disabilities, students on the autism spectrum, and others. Unfortunately through my own personal experience I don't get the opportunity to work with these students, with the exception of students with learning disabilities. As a matter of fact, I am currently working on an independent study with some faculty members of the education department and my cooperating teachers at Shaker to put together an advocacy program for student's with LD to enroll in foreign languages such as Latin. It is my belief that because of the way Latin is structured it can be very beneficial to students with exceptionalities.
ReplyDeleteDeb, I agree it is easier for a teacher to act in an authoritarian manner when dealing with discipline issues than it is for him/her to discuss more appropriate options with a child. Conflict situations provide an opportunity for personal growth and understanding. Children need the skills necessary to deal with conflict and their emotions. Good teachers are good mediators, and counselors.
ReplyDeleteI love this post Deb. working an a urban school setting I see behavioraal issues everyday. It is of high importance to have different teaching styles and various communication skills to get through the child.
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