M4 U6 Activity 1: Planning for an Inclusive Classroom
Project Description
Overview There is a distinction between learning management and behavior management. To become better at identifying the need of the classroom climate, one must identify the learning management techniques that can be used to enhance the culture of the classroom as well as pointers to handle challenging behavior of students. A well managed classroom will not have many behavior problems unless a student with specific behavior problems is a member. In that case, the teacher must create a behavior management plan for the specific student. Performance outcomes
Candidates design a behavior management plan for a special needs student using a case study.
What will you do?
Choose a case study of students with special needs and/or disruptive behavior problems. You can use a student in the case studies in the Activity Resources or research another case study.
Assuming that this student is in your inclusive classroom, create a behavior management plan for the student. Refer to the sample behavior management plan. Include the following elements in your plan:
Goals and Target Replacement Behaviors
Methods to Monitor
Communicating to Students and Parents
Follow through
Review 2 peers’ behavior management plans. Add comments recognizing strengths and areas of improvement or extension on their submission page.
Report requirements
Write a behavior management plan and provide feedback to peers.
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Resources
Key point:
From Kids do well if They Wanted to kids do well if They Can. 他們不是不要只是不會
Kids who exhibit chronic challenging behavior may have learning disability. For example, dyslexia, phonetically decoding words. The other challenging kids do not lack the will to behave well, they lack the skills to behave well. For example, problem solving, flexibility, frustration tolerance which need to be taught and practice in the actual situations.
So Those predictable problems are not just the list of problems but the list of opportunities laying in weight to practice problem solving with kids to develop essential skills and build growth-mindset.
Tips: 1. Right when problem's happening, we empathy to clarify the kid's concern, and collaborate with kids to solve problems, so that they can build those skills. 2. Bite our tongue, Do Not solve problem for kids, but let them think the solution.
Kye point
Make positive attention compete better by setting up a pattern of predictable attention for positive behavior.
Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. But for anxious kids who don’t want any extra attention from peers. Private or non-verbal praise is often better.(**fact-based praise as opposed to general praise)
A break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. For example, an older student might take a break and record herself reading a book out loud. Little kids might do a Where’s Waldo.
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