1.1 Explain The Importance Of Challenging Behaviour In Schools

Another benefit of group counseling is that children learn to cope with their disabilities and the limitation that accompany it. There has also been a push within the school to integrate students with disabilities into the general population, hence it’s necessary to help them become adjusted to their environment. Adolescence is a critical time within children social lives, according to Givon and Court (2003). It is suggested that the earlier intervention will become well- adjusted and socially competent individuals. If an individual.

These findings provide evidence that students are not being equipped with competencies to become responsible citizens or successful students. Therefore, educators cannot overlook social and emotional learning. Teachers can set up the foundation for positive social skills. Teachers play a significant role in modeling social skills and arranging positive social environment (Lynch & Simpson, 2010). Research shows that when children acquire strategies to communicate, cope, and manage impulses can maintain focus in learning contexts (Wooley & Rubin,

However, for this to be effective it is important to understand the correct way to approach this method. Play therapy is a nondirective approach that involves the use of toys and other play related materials to facilitate a child’s verbal and nonverbal communication, as young children lack the skills necessary for emotional expression (Muro et al. 2017). Furthermore, it is an intervention that is supported empirically to address numerous issues children have to face (Trice-Black, Bailey & Riechel 2013). Moreover, evidence in a study conducted by Stulmaker and Ray (2015) shows that play therapy resulted in reduced stress for anxiety prone children. It is important to be mindful of the child’s independence and sense of self, by offering options and encouragement rather than requests or assistance, as this will just result in the child being frustrated and discouraged from communication (Deering & Cody 2002).

The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement. It also encourages students to focus their attention thoughtfully on the task rather than on getting the true answer (Bangert-Drowns; Elawar and Corno, 1985). This type of feedback may be particularly helpful to lower achieving students. Because it emphasizes that students can improve as a result of effort. Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it.

The leader must encourage the members to focus on applying what they have learned in the group towards changing themselves for the better, not focusing on changing others. In this stage, we would want to avoid bringing up new issues and just allow this time for constructive feedback. The participants would be given homework assignments, invitations for follow-up group sessions or referrals for assistance beyond the group. Re-emphasis on confidentiality is important at this stage. Obstacles to Group Therapy with Adolescent Girls

The field supervision also gives me the

It cares for special differences between the students and support most of their areas developments. It provides a permanent and secure foundation of educations for the early child. The needs of child are designed to meet these innate tendencies and sensitiveness. The environment is different for each developmental plane, but directed by the same guidelines. The role of the teacher and prepared environment in the classroom differentiate the Montessori from other educational approaches.

Source: My Pegagogic Creed, John Dewey, 1897. (Page 2) Dewey believed that child-centred learning would help them build on their identified strengths and argued that children were unable to learn information unless they could apply it to their own lives and experiences. The active application in this way would ensure that the child had internalised the learning.

Schools should make schedules more flexible and not so repetitive to fit the individual student 's

“In school, the argument goes, children learn valuable skills such as the ability to work with others, to handle interpersonal conflicts, work in groups or teams and to make personal sacrifices for the betterment of the group. These are vital skills later in life. Homeschooled children, who will not necessarily acquire these skills because of the protective cocoon of the home, will then be at a disadvantage when they grow up. (Menendez, 1996, P. 2-3). Children might drop the chance to interact with other children.

What are the weaknesses of this assessment tool? It is critical that observations be free of bias and objective, a skill that needs to be developed and can be a challenge for some teachers. • How do you use the results of the assessment? Repetition and multiple opportunities for learning are important for all children, so offering different activities for learning concepts and skills benefit all children, there is no negative impact when providing activities that support skills repeatedly.

The framework states that every individual child will be observed on a certain topic. For example, a child being observed for their speech and language, behaviour or physical. Observations outline the weaker skills that each child contains and it will give the practitioners an idea of what the child needs to develop on for them to improve on their skills. Through observations, it outlines the full potential each child has so that the practitioner has an understanding to not have high expectations from each child as they may not be at that stage of development. The practitioners will find is easier to plan activities once they have an idea of each child 's potential as activities will then be planned to improve their weaker skills.

Easy work isn’t going to change the student 's mindset. This will just make it harder for the student to learn new things, difficult things, as in this case they would want to give up and not try. Dweck also states, “Kids need to be given hard problems, instead of being rewarded for easy problems” (22). Difficult work is what needs to be given to students to help them learn and the process of making mistakes. Students need to know that making mistakes is sometimes ok.