Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Seeking Outside Assistance

1,182 views

Published on

Subject : Classroom Management
Topic : Seeking Outside Assistance
Credits : Elvina & Lidia

Published in: Education, Health & Medicine
  • Be the first to comment

Seeking Outside Assistance

  1. 1. Elvina Lidia
  2. 2. Principles of Classroom Management <ul><li>Some chronic misbehavior problems are not responsive to treatment within the classroom or beyond the expertise of proffesional teachers  need outside assistance </li></ul><ul><li>The use of multidisciplinary team is the most effective approach </li></ul><ul><li>Parental support and cooperation with the school are crucial </li></ul>
  3. 3. Introduction <ul><li>The mark of a proffesional teacher is to know their limits </li></ul><ul><li>Steps that should be done first : </li></ul><ul><li>Giving the student a chance to improve </li></ul><ul><li>Outside consultation </li></ul><ul><li>Contact the parents </li></ul>
  4. 4. The nature of persisting misbehavior <ul><li>Students with chronic behavior difficulties may appear hard and defiant, but inside they are vulnerable and damaged. </li></ul><ul><li>They are encased in a negative and failure-oriented system of experiences, beliefs and expectations that are highly resistant to normal classroom influences  leads to unresponsive to the normal classroom attempts to increase success/failure ratio </li></ul>
  5. 5. Influences that cause students to have a low success/failure ratio? <ul><li>Failure in the classroom environment </li></ul><ul><li>Success in school and behavior are interrelated </li></ul><ul><li>Their misbehaviors are protections from further hurt and feelings of inadequacy </li></ul><ul><li>Failure outside the classroom environment </li></ul><ul><li>Distorted emotional responses are reactions shaped from outside classroom (home, family, problems with peers) </li></ul><ul><li>50% of children who experienced behavior problems at school also experienced them at home </li></ul>
  6. 6. <ul><li>Failure as a result of primary mode of conduct </li></ul><ul><li>The misbehaviors seem to be an expression of their own internal tension, restlessness and discomfort. No enviromental influence </li></ul><ul><li>Many of these children are diagnosed with attention-deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD) </li></ul>
  7. 7. When to seek outside assistance? <ul><li>When a teacher realised that the problem is outside their expertise </li></ul><ul><li>The more deviant, disruptive or frequent the behavior, the more it is needed to make referrals. Refferals are needed when : </li></ul><ul><li>a student doesn’t improve after hierarchial interventions </li></ul><ul><li>The hierarchial approach has resulted improvements, but the student keeps disrupt either teaching or learning process </li></ul>
  8. 8. The Referral Process <ul><li>The first referral is to a counselor / administrator </li></ul><ul><li>Don’t contact the parents first. It is only conducted for serious misbehavior and when the school thinks that there is no other alternatives </li></ul>
  9. 9. The role of Counselour <ul><li>A neutral onlooker </li></ul><ul><li>Able to suggest modifications in strategies the teacher has tried </li></ul><ul><li>Visiting classroom or arranging conferences with the student and/or the teacher </li></ul><ul><li>Provide objective feedback </li></ul><ul><li>Work with the student to develop more acceptable behaviors </li></ul><ul><li>Assisting the teacher and student continually </li></ul><ul><li>Support the teacher </li></ul><ul><li>ACT AS AN INTERMEDIARY </li></ul>
  10. 10. The role of administrator <ul><li>Certain in-school strategies need the authoritive and administrative power of the principal </li></ul><ul><li>For ex : decisions to remove a student for a period of time, to change the teacher, to suspend a student </li></ul>
  11. 11. The role of school psychologist <ul><li>When a student’s problem is rooted in deeper and more pervasive personality disturbance or family problems, the school pyschologist should be sought </li></ul><ul><li>Apply independent observational </li></ul><ul><li>May lead to further study, specialized programming, or referral to outside resources </li></ul>
  12. 12. The consultation team <ul><li>It is made when a counselor, an administrator and school psychologist are involved </li></ul><ul><li>More effective in distributing responsibilities, keeping the lines of communication open </li></ul><ul><li>Offers a multidisciplinary perspective </li></ul><ul><li>Usually the leader is the counselor </li></ul>
  13. 13. Working with Parents <ul><li>Working with parents are important, but unfortunately, it is often characterized with negative reactions and defensiveness from the parents or the teacher. </li></ul><ul><li>It takes careful planning and skillfull interpersonal interaction and conferencing techniques </li></ul>
  14. 14. When parents should be contacted ? <ul><li>When the student’s problem is not remedied after all kinds of interventions </li></ul><ul><li>When the consultative team decides that the student needs a change of teacher or schedule </li></ul><ul><li>When the consultative team decides that the student should be removed from a class for some time or for even a day </li></ul><ul><li>When the consultative team decides that the student needs to be tested for learning, emotional, or physical difficulties </li></ul><ul><li>When the consultative team decides that outside specialists are required </li></ul>
  15. 15. The importance of working with parents <ul><li>When a student’s parents feel good about the teacher and the school, they will encourage and reinforce the student for appropriate school behavior </li></ul><ul><li>Parents can be one of the strongest allies for the teachers </li></ul><ul><li>A positive working relationships between parents and school is the most crucial component for influencing a disruptive student </li></ul>
  16. 17. Working with parents <ul><li>It is essential to have the support and cooperation of the parents in working effectively with students who exhibit chronic misbehavior </li></ul><ul><li>Parental contacts often characterized by negative reactions and defensiveness on the parts of the parents and the teacher. </li></ul>
  17. 18. Working with parents <ul><li>Careful planning and a great deal of skill in interpersonal interaction and conferencing techniques on the part of the consultative team members (Canter and Canter, 2001) </li></ul><ul><li>Many teachers send a beginning of the year letter home to parents. </li></ul>
  18. 19. When parents should be contacted <ul><li>Under the following conditions of circumstance parents should be contacted concerning the behavior problem: </li></ul><ul><li>When the displays unremitting behavior over and over again and the school have employed all available interventions </li></ul><ul><li>The consultative team decide that the student needs a change in teacher or schedule </li></ul><ul><li>When the consultative team decides that the student should be removed from a class for an extended period of time or from school for even one day </li></ul><ul><li>When the consultative team decide that the student need to be tested for learning, emotional or physical difficulties </li></ul><ul><li>When the consultative team decides that outside specialist need to take part in the student education. </li></ul>
  19. 20. The importance of working with parents <ul><li>Whether the students do a disruptive behavior or not, all parents have the right to be informed of their child behavioral and academic progress </li></ul><ul><li>Parent support of the school has a major impact on a child positive attitude towards school behavior (Jones and Jones, 2006) </li></ul><ul><li>Parental support and cooperation must be cultivated by the teacher and other school staff members. </li></ul><ul><li>Individual teacher complements it by communicating positive aspects of children schooling through their parents </li></ul>
  20. 21. The importance of working with parents <ul><li>It is critically important to help the parents believe that that the teacher want is for the best for the parents child. </li></ul><ul><li>Children especially adolescents are not motivated or responsive to the encouragements a school can provide. </li></ul><ul><li>Parents can provide a wider variety of more attractive encouragements (example: case 10.1) </li></ul><ul><li>School positive working relationship with parents often is the most critical component for influencing a disruptive students </li></ul>
  21. 22. Understanding Parents <ul><li>Many teachers and schools personnel feel uncomfortable contacting the parents and many parents have a negative feelings towards their child teacher and school </li></ul><ul><li>Teacher complain that they often feel intimidated by parents who thinks that the teacher should be able to maintain control of the parents child without parental help </li></ul><ul><li>As professional, teacher and the staff must not allow their feelings to jeopardize the opportunity to gain the support and cooperation from the parents </li></ul><ul><li>If parental contacts result in distrust and dissatisfaction for both parents and teachers, effort to assist the distruptive student probably will fail </li></ul>
  22. 23. Understanding parents <ul><li>member of the consultative team must create an atmosphere that facilitates a change of negative parental perceptions and assumptions into positive ones. </li></ul><ul><li>Children who often display a chronic misbehavior at school display a similar behavior at home </li></ul><ul><li>Through careful planning and the use of proper conferencing skills, the consultative team can gain the needed support and cooperation from parents </li></ul>
  23. 24. Understanding Parents <ul><li>There are 3 major factors that influence parents decisions about whether to become involved in their child education: </li></ul><ul><li>Parents belief about their role as parents as it relates to providing home support for school </li></ul><ul><li>Parents sense of efficacy concerning their ability to help their child be successful in school </li></ul><ul><li>Parents perception of general invitation for parental involvement in the school and classroom </li></ul>
  24. 25. Conducting parent conferences <ul><li>The counselor who is the coordinator usually make the first contact </li></ul><ul><li>The counselor should expect some degree of defensiveness on the part of the parent especially if the student has had a history of school misbehavior </li></ul><ul><li>Cause of the school concern should be stated clearly and honestly </li></ul><ul><li>Once the conference has been scheduled, the team should decide who will attend the conference </li></ul><ul><li>It should be conduct in positive manner and least threatening to the parents </li></ul>
  25. 26. Conducting parents conference <ul><li>Student usually present if problems include discussing behavior or other sign that indicate health, emotional or legal problems </li></ul><ul><li>It should begin by introducing all in attendance, thanking the parents because they have come and outlining the goal of the conference </li></ul><ul><li>Counselor ensure that everyone has an equal chance to express his or her viewpoints </li></ul>
  26. 27. Conducting parents conference <ul><li>Teacher should prepare to have something positive to say about the student </li></ul><ul><li>The best means to demonstrate professional competence is through the used of previously collected data that illustrated and demonstrate the concerns of the school and the need for the conference </li></ul><ul><li>The outcome of the conference, it is hoped will be an agreed upon course of action </li></ul><ul><li>May also be decided to suggest additional school / classroom strategies with little parental involvement </li></ul>
  27. 28. Conducting parents conference <ul><li>When parents are disinterested there is a tendency of the part of the school personnel to give up and adopt the attitude if they don’t care </li></ul><ul><li>Children should never be denied access to potentially effective school interventions programs because there parents are disinterested, uncooperative, or unsupportive (Walker, 1979) </li></ul>
  28. 29. Symptoms of serious problem <ul><li>Related to physical or emotional health </li></ul><ul><li>Teacher often recognize this symptoms and notifies the appropriate school official. </li></ul><ul><li>Some sign maybe significant include: </li></ul><ul><li>Changes in physical appearance </li></ul><ul><li>Changes in activity level </li></ul><ul><li>Changes in personality </li></ul><ul><li>Changes in achievement status </li></ul><ul><li>Change in health or physical abilities </li></ul><ul><li>Changes in socialization </li></ul>
  29. 30. Legal aspect of seeking outside assistance <ul><li>Must be considered to protect children and parent rights when seeking outside assistance </li></ul><ul><li>For example: IDEA (the individuals with disabilities education act) require parental consent before conducting any evaluation that might change the educational classification, evaluation or a placement of a child. </li></ul><ul><li>The release of student files is regulated by the family education rights and privileges act (FERPA) </li></ul><ul><li>Many states also have laws that require the teacher to report any sign of child abuse </li></ul>

×