Problematic behaviour
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This document discusses problematic student behaviors, their causes, and the teacher's role in managing them. It identifies three main types of problematic behavior: disruptive, over-dependent, and destructive. Causes include lack of parental support, disabilities, and inappropriate technology use. The teacher's role involves using strategies like making eye contact, adjusting assignments, moving seats, and warning of consequences to redirect misbehaving students back to their academic tasks. Potential hindrances mentioned are parents and laws/society.
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Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180327/
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– The fundamentals of creating and maintaining truly inclusive classrooms
– An overview of ways to support diverse learners through universal design for learning, social and emotional supports, and accommodations
– The role of curriculum modifications in the education process
How to modify any curriculum for students with intellectual disabilities
– Strategies that will quickly and easily modify curriculum in any classroom with suggestions for interventions and extensions
– Useful educational resources for modifying curriculum
– Classroom and special education teachers across all grade levels as well as administrators will benefit from this recorded session. Learn more about modifying curriculum to support all students.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180327/
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The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
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2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
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Chapter 3 are they the same- jayne moon
Teachers must respond to diverse student needs and abilities. The document discusses strategies for mixed-ability classrooms, including:
1. Grouping students according to ability and preparing level-appropriate activities for each group.
2. Implementing peer tutoring to provide weaker students support from stronger peers.
3. Differentiating assignments by skill level, including reinforcement for practice and extension for challenging high-achieving students.
Group teaching, peer tutoring, and differentiation are effective but require careful planning, student training, and monitoring to ensure all needs are met. Teachers should try strategies and reflect on successes and areas for improvement.
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Are they the same?- Jayne Moon- Chapter 3
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that children differ in their abilities, backgrounds, and learning styles. Effective strategies include teaching in small groups according to ability level, preparing leveled activities, varying teaching methods, and giving attention to different groups at different times. Both challenges and solutions are outlined, such as planning differentiated activities and catering to all needs. Teachers are advised to focus extra support on slower students and monitor their progress over time.
Chapter 3 Are they the Same? Jane Moon
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that students differ in their learning styles, backgrounds, and abilities. Effective strategies include preparing leveled activities; varying teaching methods; and giving attention, time, and support to different groups. Challenges include the time needed, but they can be addressed through planning, monitoring, and training students for independent work. The strategies aim to meet all students' needs and help them learn at their own pace.
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2) Teachers have an "action zone" in the classroom where they tend to focus their attention, such as interacting more with students on one side of the class. Students must also develop "interactional competence" including understanding classroom expectations and when it is appropriate to speak, ask questions, and get help.
3) Different grouping arrangements are used including whole-class instruction, individual work, partner work, and group work. These each have advantages and disadvantages for student participation and language practice.
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Disruptive behavior
Some examples of disruptive behavior
Threats to harm or threatens verbally or physically
Distracting and loud noises
Answering mobile phones or making electronic devices beep
Exhibiting erratic, irrational behavior
Speaking on the phone without recognition
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Problematic behaviour
- 2. TypesofPB Disruptive The child is uncooperative and prevents himself and other children in class from learning. Over-Dependence Child who holds on desperately to others to give them direction and security; not willing to let go. Destructive The child who lacks self control and has low self-esteem consistently exhibits misbehaviour such as hitting, biting and destroying things
- 3. Causes of PB • Lack of parental emotional support • Some may be due to disabilities • lateness or leaving early • inappropriate cellphone and laptop usage in class • side conversations • disregard for deadlines • grade grubbing • sniping remarks • cheating
- 4. Teacher’s Role in Managing PB • The teacher makes eye contact with the student who is misbehaving and points to a classroom rules chart. • The teacher approaches the off-task student to remind him/her of the specific academic task the student should be doing. • The teacher proactively provides behavioral reminders just when the student needs to use them. • The teacher pre-teaches challenging vocabulary to the student prior to a large-group discussion. • The teacher adjusts the difficulty of the assigned academic work to match the student's abilities ('instructional match'). • The teacher allows the student additional time to complete an academic task.
- 5. • The teacher moves the student's seat away from distracting peers. • The teacher collects distracting objects from a student (e.g., small toys, paperclips) during a work session. • The student is given a schedule of the day to prepare her for upcoming academic activities. • The teacher tells the student that if the problem behavior continues, the student will lose the opportunity for free time later that day. • The student is warned that continued misbehavior will result in the teacher's calling the parent.
- 6. Hindrance in Managing PB Parents LawSociety