Even after the bell rings, there is constant work happening to keep the school district running. The Council of Learning definitely hit this point home for me. In their twenty page document on student progress, they not only explained the importance of academic progress but the importance of pushing for a safer school climate for their students. Outside of the report they addressed the difficulty of excessive testing requirements and how it is putting down students. Only having had the perspective of a student, it was reassuring to see educators seeing a problem and actively seeking a way to fix the problem.
Since the education reform movement identified “good discipline” as a correlate of good schools and teachers a greater attention has been focused on discipline (Shumate & Wills, 2010). The key to behavior modification and without doubt its greatest contribution to an overall plan for dealing with maladaptive behavior, is its advocacy of the use of rewards. The behavior is strengthened by immediate reinforcement, positive or negative. A positive reinforcement can be various forms of praises and rewards given to the student when a satisfied behavior shown, while negative reinforcements is when a student displays a maladaptive behavior their reward is taken away (Gage, Scott, Hirn & MacSuga Gage, 2018). Also, reinforcements and punishments are used immediately after an inappropriate behavior is emitted.
Parent involvement has been proven to have positive effects on the educational performance and success of the child and has been identified as a strategy in the war against poverty while reducing the achievement gaps displayed by children coming from impoverished homes (Barnard, 2004). It is well documented by the National Center for Statistics (2003) that the earlier parents become involved in the educational process of their child, the educational advantages for the child significantly increases (Vaden-Kierman,
However, it is just as important to recognise and reward positive behaviour by those children who always behave well. By emphasising positive behaviour in the classroom and explaining why, e.g. “look at child X, who is listening well, as they always do”, we are encouraging this behaviour, as we recognise and praise the child for behaving well. This can then improve the behaviour of other children as it is promoting a positive role
Clinical Procedure Guidelines for Connecticut School Nurses is a merger and update of the two documents, and is a detailed resource noting responsibilities and procedures for care of students by a school nurse in Connecticut (State Department of Education, 2018). Many of the early policies and laws that were created in the United States were based on children who had special needs and illness, and the strides taken were to ensure that each child gets equal
Teachers are constantly working to prepare us for the next level. One time in school when my growth thrived was my first few days of high school. In these days, I was able to realize how far I’ve come and what it’s going to take to be successful in the school. From the start, I made the decision that I wanted to do my very best in high school to help my future. Ever since I’ve made this decision, I’ve grown into a hard working, knowledgeable person.
Since the 1980s researchers have discussed the effectiveness of positive behaviour intervention model for students and schools (Sugai and Simonsen). Journal articles and other literature discussing Positive Behaviour Intervention Support Model (PBIS) began to emerge from a framework devised by Sugai and Horner. The University of Oregon began publishing results about the effectiveness of school-wide behavioural management and implementation of this approach using the PBIS model commenced in United States schools in the late 1990s. Numerous models to support behaviour change, including PBIS, corresponded with newly introduced policies in the United States relating to the educational and behavioural outcomes for all students, including Individuals
Early childhood educators are also obligated to support children’s advancement, appreciate their characteristics, and guide them to work cooperatively with others. (Gordon & Browne, Code of Ethical Conduct: Ethical Resonsibilities to Children, 2005). Ideal #1.8 states that an early childhood educator is obligated to support the right of each child to play and learn in an inclusive setting that meets the needs of children with and without disabilities. (Gordon & Browne, Code of Ethical Conduct: Ethical Responsibilities to Children: Ideals, 2005).
There are always areas of improvement outside of test scores that can help improve a school district overall. Even if your school is in the top of its class, there is always ways to improve and make student learning better. My internship activities and coursework provided me with several opportunities to research, analyze and examine school reform in its many shapes and forms. Every district faces curriculum challenges, school climate, diversity issues, etc. every day.
ABSTRACT: Professional development generally refers to ongoing learning opportunities available to teachers and other education personnel through their schools and other means of social interaction. Productive professional development is mostly visible as vital to school success and teacher satisfaction, but it has also been maligned for its expenditure, roughly determined goals, and the lack of data on resulting teacher and school improvement that characterizes many efforts. With schools these days facing an attire of complex challenges from working with an increasingly diverse population of students, to integrating new technology in the classroom, to meeting rigorous academic standards and goals—observers continue to stress the need for teachers
Positive Behavioral Support System is a systematic approach to proactive behavior support in schools, to help school improvement and student learning (Sailor, Stowe, Turnbull III & Kleinhammer-Tramill , 2006). When you have a positive action to a child misbehaving, the action you take will affect him positively very much whether the child is in elementary school or in high school. It will affect every student in any grade level. We can effectively teach a good behavior to all students with our behavior. All children can exhibit appropriate behavior.
Background Information: Christopher is an energetic and happy little boy who was referred to the ASIP department, at The Carolyn E. Wylie Center by his Inland Regional Center Case Service Coordinator, Elsa Douville. Christopher currently lives at home with his parent(s) Daniel and Gabriela Ibarra and 6 siblings. Christopher currently receives 30 hours of 1:1 intensive behavior modification therapy per month, in a clinic setting. Christopher has been receiving services since December 2015.
Throughout the past 11 months Maribel did not have an exacerbation of current medical conditions. No hospitalization, ER visit or serious acute illnesses/injuries. Client’s major concern continues being her behavioral episodes that included disruption (yelling, crying, cursing), self-injury (biting self, picking scabs, head banging), and aggression (hitting, slapping, scratching, biting peers or staff). Psychiatric symptoms are currently treated with medication and Positive Behavioral Support Plan; psychotropic medication adjustments during the year were made as per patient’s response and psychiatrist discretion (refer to medication review). Maribel underwent dental rehabilitation under general anesthesia on 5/16/16 and EGD on 06/14/16; both
A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.
Zero-tolerance policies are more detrimental than beneficial to school environments because they are applied without proper consideration and judgment toward alleged transgressions. These policies have also been shown to be discriminatory as they are often applied more frequently to minority and disadvantaged students. Schools in the United States are facing an overwhelming wave of violence related to drugs, guns, and general bullying. The educational system is responding with zero-tolerance policies, which require strict penalties for students who commit violent or anti-social acts. Such policies are necessary given the rise in school violence.