When working with highschoolers in an alternative educational setting one must go into work with the idea that you will face problems. With those problems you must manage and address each situation accordingly. For 2 years I worked in the described of setting that was populated but youth that were diagnosed with emotional disorders mixed with, attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. This required myself to go into work every day with plans and goals for the current day and advice and lessons from the previous day. The biggest issue that I ran into on a daily basis was language and following directives. Most of the youth were placed at my facility because they could not conduct themselves appropriately at their previous school which was a typical public school setting. After reviewing many of the power models described in Chapter 3 of School Consultation by Erchul and Martens, I’ve narrowed down what I believe would be the best model to deal with the population that I once worked with. …show more content…
These models were dismissed by Marin in 1978 because he believed that these types of models were only connected with managerial, or supervisor, ranked interactions. (pg45).French and Raven assumed that this power model would play a noteworthy role in school consultation.(pg45). These two models work hand in hand as one is more of a punishment and the other is a positive reinforcement. The perfect example that comes to mind is myself being an assistant teacher at this particular behavioral school and using my authority to force youth to follow directions and at the same time rewarding them for that successful
For example, the reinforcement of desired behaviors and ignoring or punishing undesired
Humanity depends upon legacy - history and memories that all depend on a person’s impact on our world. Without a legacy, there is no purpose in living, and this cannot be the case because humans require a purpose to survive. Therefore, a desperation for a purpose is created, as well as a means of acquiring it - power. This five letter word has been the reason of most of history's wars and people’s hardships. This one word is what we depend on and use to gauge whether or not our lives mattered.
The article provided data specifically from two elementary schools to children grades 3 to 5 that participating in school programs. Participants also were closely split by gender being 51% male and 49% female out of the total number of participants (Montanez, Jenkins, Rodriguez, McCord, Meyer
"Tapping the Roots of Power" and "An Active Technique of Struggle" are two chapters where Gene Sharp, analyzes how power is continuously interchangeable amongst the oppressed which are usually minorities and their oppressors which usually are symbolized by people of power. In both chapters, Sharp in great detail gives the reader many scenarios in which oppressed groups through civil disobedience fight against their oppressors, usually leading to victory which resembles freedom and liberation. Although oppressed groups have a great deal to loose, their constant struggling motivates them to fight against the oppressor and regain their liberty and rights back. Once minorities start to challenge authority, their obedience is lost. Once this happens,
Also, the student explained, the solution team tried to make the target feel better about themselves and tried to stop problems around the school if the problems were relevant to the situation. However, the student also stated he knew of incidents where the system was abused, and no help came from the form. Obviously, many students have mixed feelings about the system; the school’s system seems good in theory, but less in
Inappropriate actions included strict authority, force, fear and pain (The Struggle For Public Schools). Other gaps proved severe in performance of elementary students. For instance, before the education reform areas of less focus on homework and instruction, poor test scores, lower academic performances than competitors in other countries occurred (Galens). Unquestionably, children did not perform well with the youth education system in place. *The final
Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,
I found the competencies of flexibility and self-control to be essential when working with students with DD. In terms of flexibility, I found it was very important to not focus on unsuccessful teaching approaches and instead try looking at the situation/approach from different angles. For example, I had to change my teaching approach numerous times while supporting J.K. I found with my initial approach, J.K. was constantly ignoring my requests and was very impatient with me. I was forced to try different approaches and decided to stop being overly friendly and start having a more authoritative role. In addition to flexibility, I found it was extremely important to uphold the competency of self-control when working with students with DD.
The Socio-behaviorist theory (behaviorism) Socio-behaviorists often study how children 's experiences model their behaviors (Nolan & Raban, 2015). Behaviorism believes that what matters is not the development itself, but the external factors that shape children 's behaviors (Nolan & Raban, 2015). This theory demonstrates that teachers and mentors dominate and instruct child-related activities, and they decide what children should learn and how to learn (Nolan & Raban, 2015). Reinforcement, which is an essential factor that helps children to learn particular behaviors, generally refers to rewards and punishments (Nolan & Raban, 2015). Children are more likely to repeat actions that result in receiving praise; in contrast, they may ignore or abandon behaviors that make them get punishment.
Within the school environment, there will be a variety of children and adults. Each child and adult will differ from the other. Some will come from different backgrounds, speak different languages and some may have additional educational needs or impairments. Children and adults from different backgrounds may speak a different language to the majority of the people in the school. Sometimes they may have English as a second language but some may only have their first language.
During the 2016-17 school year, I had the privilege of being Cashmire Stephenson’s second grade teacher. I found Cashmire to be a bright student that strived to be a good citizen and was eager to please his parents, teachers, and peers. However, in the classroom Cashmire struggled with maintaining attention, hyperactivity, organization, and impulsivity. At times Cashmire would make poor choices in an effort to make friends. Cashmire would often refuse to speak when he felt strong emotions such as anger or disappointment.
understand the 'hidden face' of power as in Steven Lukes' (1974) “three faces of power” it is necessary to explore beyond what initially appears from a policy decision or political standpoint. The realms in which the media operate can be quite complex, gauging an understanding to these is essential when trying to understand the various sources of power that the media controls and hence can manipulate. There have been numerous theories and theorists which have been introduced throughout this course regarding various conceptions of power, the 'two faces' view of Bachrach and Baratz (1970) provided the framework for the view on power. However, it was not until Lukes (1974) “three faces of power” theory which expanded on the work of Bachrach and
Model 1 Balance of Power Model A: External threat model In this model, the Soviet Union took action with other nations to restore and gain balance of power against the enemy. We also see the hostility between Soviet Union and China in the 1970’s. The increasing conflicts between China and Russia led to problems such as accusing Russian’s intentions and Russia itself began to have insecurities about China’s growth in military weaponry.
During this time, they primarily worked on worksheets designed for the special education classroom as well as working on achieving their goals for accelerated reading. There were a few students who came in for an hour with work from their general education classroom and needed extra help completing their work. There were two students who had more severe disabilities, but they worked with paraprofessionals and did not do the same work as the rest of the class. One method of adjusting the work to meet the needs of the students that I noticed being used a lot in the classrooms I observed was cutting down the amount of work that they had to do. I
In the present day, power is usually seen as an intimidating force. Art, in contrast, is abstract and is seen as a force of expression. In his novel Wall and Piece, world-renowned graffiti artist Bansky states “Painting something that defies the law of the land is good. Painting something that defies the law of the land and the law of gravity at the same time is ideal.”