Portfolio: Resource for EBD Introduction Teachers are often considered some of the most influential people in an individual's life. Teachers can have a profound effect on their students, both academically and personally. A teacher's warmth, encouragement, and caring approach demonstrate respect for students. Students remember their teacher's compassion or lack of compassion throughout their lives. Students may perceive teachers as unfair, controlling or mean, even to the point of intentionally embarrassing each student. It is this type of teacher that makes students vow that they will never treat someone else like that, especially a child. Teachers take all their prior experiences and beliefs into their classrooms (Pajares, 1992). According to Dilts (1999), beliefs are "judgments and evaluations made about oneself, others, and the world." These beliefs are generalizations one takes to the classroom about the causation or the meaning of student learning, behaviors, and social skills. Teachers must be aware of their beliefs before they enter the classroom, as beliefs influence classroom management, student evaluations, and teaching performance (Pajares). Beliefs and generalizations provide the underpinnings of how teachers view their classrooms and the role they will play within the educational environment. Teachers need to enter the classroom with a belief that all students learn differently, at different rates, and in different timeframes. Some students will be interested in some topics while others will not. Patience and the belief that all students can learn in their own personal ways and timeframes will help teachers stay engaged and encouraged in the classroom. Differences There is a common misconception in educational settings that people learn best by teachers simply providing information and students writing the information down with paper and pencil. Today, there is a plethora of research that disputes this belief because knowledge is a constructive process (Hegland & Andre, 1992). Learning is about many more things than just academics. Classrooms are social environments where students take part in experiential learning, knowledge exchange, and rote memorization. Teachers have a diverse set of skills, information, and knowledge, but the many demands of the educational environment leave them pressed for time. Teachers today cannot always wait for individuals to process information in their own time. Differences should be celebrated, but too many times people are stigmatized and segregated due to these differences. Teams The more severe students with EBD may have to be separated from the mainstream more often in order to help ensure their safety and the safety of others. However, the goal needs to be for them to learn how to survive in society without being segregated. The earlier the special education team can use interventions, the better the prognosis for success and eventual independence for the student. When a team develops an .

1. Portfolio: Resource for EBD
Introduction
Teachers are often considered some of the most influential
people in an individual's life. Teachers can have a profound
effect on their students, both academically and personally. A
teacher's warmth, encouragement, and caring approach
demonstrate respect for students. Students remember their
teacher's compassion or lack of compassion throughout their
lives. Students may perceive teachers as unfair, controlling or
mean, even to the point of intentionally embarrassing each
student. It is this type of teacher that makes students vow that
they will never treat someone else like that, especially a child.
Teachers take all their prior experiences and beliefs into their
classrooms (Pajares, 1992). According to Dilts (1999), beliefs
are "judgments and evaluations made about oneself, others, and
the world." These beliefs are generalizations one takes to the
classroom about the causation or the meaning of student
learning, behaviors, and social skills. Teachers must be aware
of their beliefs before they enter the classroom, as beliefs
influence classroom management, student evaluations, and
teaching performance (Pajares). Beliefs and generalizations
provide the underpinnings of how teachers view their
classrooms and the role they will play within the educational
environment. Teachers need to enter the classroom with a belief
that all students learn differently, at different rates, and in
different timeframes. Some students will be interested in some
topics while others will not. Patience and the belief that all
students can learn in their own personal ways and timeframes
will help teachers stay engaged and encouraged in the
classroom.
Differences

2. There is a common misconception in educational settings that
people learn best by teachers simply providing information and
students writing the information down with paper and pencil.
Today, there is a plethora of research that disputes this belief
because knowledge is a constructive process (Hegland & Andre,
1992). Learning is about many more things than just academics.
Classrooms are social environments where students take part in
experiential learning, knowledge exchange, and rote
memorization. Teachers have a diverse set of skills,
information, and knowledge, but the many demands of the
educational environment leave them pressed for time. Teachers
today cannot always wait for individuals to process information
in their own time. Differences should be celebrated, but too
many times people are stigmatized and segregated due to these
differences.
Teams
The more severe students with EBD may have to be separated
from the mainstream more often in order to help ensure their
safety and the safety of others. However, the goal needs to be
for them to learn how to survive in society without being
segregated. The earlier the special education team can use
interventions, the better the prognosis for success and eventual
independence for the student. When a team develops an
individualized education plan (IEP), the goal is for student
success. Unfortunately, sometimes interventions are not
successful due to the attitude of individual team members.
There are often conflicts due to areas of supposed expertise and
beliefs that interfere with the goal of student achievement. The
issues can be as simple as a meeting causing an inconvenience
to one teacher or team member. Prevailing attitudes also lurk −
teachers may believe that they did not go to school to teach
those kinds of students. Therefore, the progress can be very
slow due to team members and not just the student.
Inclusion

3. The current trend is inclusion, and sometimes it is possible but
blocked due to the attitudes and decisions of administrators,
other team members, or the behaviors of the students. Often,
teachers and administrators cannot be empathetic and have a
limited understanding of special needs students. Some teachers
and administrators may have the cursory theoretical foundation
but not enough experience. The team needs to be open to ideas
from all members, parents, and children and prioritize the child
without overriding restrictions due to assessment reports, facts,
and figures, as well as their personal attitudes. Regardless of
why a student is placed into a special education program, the
student may be aware of a society's stereotype about special
needs children. Stereotypes such as the child is born stupid,
special education kids are slow learners, or they cannot learn
are unfounded and can lead to emotional problems. These
children are often given a diagnosis of EBD, yet may have a
genius IQ. Student achievement should not be based on IQ or
assessment scores.
Conclusion
EBD teachers are in great demand in school districts but these
teachers are at higher risk for burnout. When teachers are
placed in high severity districts and classrooms, tenure is
short−4-5 years maximum (Larwood & Page, 2004). Some
educators last over a decade and have a few secrets to share.
The first tip is for teachers to create a positive environment, a
healthy place for them to retreat. Teachers must take care of
themselves before they can take care of others, specifically their
students. It is a skill to learn to leave work behind; stress is
cumulative and causes health problems in the long term.
Teachers always need to remember why they began teaching in
the first place. Hobbies, friends, and family are good ways to
leave the classroom behind and focus on building positive
relationships. A good tool is to take notes, writing down
anything important to remember, goals or tasks that need to be
accomplished, and any other issues that are work-specific.

4. Developing networks of professionals will help teachers have a
safe place to debrief after a particular issue has been resolved
or to give professional feedback.
References
Dilts, R. B. (1999). Sleight of mouth: The magic of
conversational belief change. Capitola, CA: Meta Publications.
Hegland, S., & Andre, T. (1992). Helping learners construct
knowledge. Journal of Educational Psychology, 91, 684-689.
Larwood, L., & Paje, V. (2009, Fall). Teacher stress and
burnout in deaf education. Academic Exchange Quarterly.
Retrieved April 23, 2009, from
http://findarticles.com/p/articles/mi_hb3325/is_3_8/ai_n291444
28/.
Pajares, M. F. (1992). Teachers' beliefs and educational
research: Cleaning up a messy construct. Review of Educational
Research, 62(3), 307-332.
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65.00%
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70.0 %Content

5. 40.0 %Reflective Evaluation
Analysis of the assignment criteria is not outlined or outlined
poorly.
Ignores or superficially evaluates the assignment criteria. Draws
unwarranted or fallacious conclusions.
Surface level of evaluation of the assignment criteria is offered.
Claims and ideas of the criteria are supported.
Analysis is direct, competent, and appropriate of the assignment
criteria.
Thoughtfully analyzes and evaluates major points of the
assignment criteria. Draws warranted, judicious, nonfallacious
conclusions. Information and evidence are accurate and
appropriate.
30.0 %Professional Presentation (PowerPoint, workshop or
video)
The layout is cluttered, confusing, and does not use spacing,
headings and subheadings to enhance the readability. The text is
extremely difficult to read with long blocks of text and small
font point sizes, inappropriate contrasting colors, poor use of
headings, subheadings, indentations, or bold formatting.
The layout shows some structure but appears cluttered and busy
or distracting with large gaps of white space or uses a
distracting background. Overall readability is difficult with
lengthy paragraphs, too many different fonts, dark or busy
background, overuse of bold, or lack of appropriate indentations
of text.
The layout uses horizontal and vertical white space
appropriately. Sometimes the fonts are easy-to-read, but in a
few places, the use of fonts, italics, bold, long paragraphs, color
or busy background detracts and does not enhance readability.
The layout background and text complement each other and
enables the content to be easily read. The fonts are easy-to-read
and point size varies appropriately for readings and text.
The layout is visually pleasing and contributes to the overall

6. message with appropriate use of headings, subheadings and
white space. Text is appropriate in length for the target
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20.0 %Organization and Effectiveness
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8.0 %Argument Logic and Construction
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are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
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7. distinctive and compelling manner. All sources are
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5.0 %Mechanics of Writing (includes spelling, punctuation,
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100 %Total Weightage
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1. Lecture 8
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e-Library Resource
1. Executive Summary of the Research Synthesis on Effective
Teaching Principles and the Design of Quality Tools for
Educators
Read "Research Synthesis on Effective Teaching Principles and
the Design of Quality Tools for Educators," by Ellis,
Worthington, and Larkin, from Executive Summary, Technical
Report No. 6, NCITE Research Synthesis: Reading and Diverse

9. Learners (1994).
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2. Using Computers to Initiate Learning for Students with
Severe Behavior Problems
Read the excerpt from "Using computers to initiate learning for
students with severe behavior problems," by Reganick, from T
H E Journal (1994).
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