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Seeking Outside Assistance


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

Published in: Education, Health & Medicine
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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>