Classroom Stratagies--Behavioural Exceptionalities
There is no one single method that has been proven as adequate in the management of all children who are behaviourally disordered. The approaches must be customized to the exceptionality and the individual. Behaviourally exceptional children are labelled as the most negative and undesirable out of all exceptionalities. This is likely because they are the most disruptive and challenging (Winzer, 2008). Approximently four times of children with behavioural issues are in segragated classrooms instead of general classrooms. To change this, and make inclusion more successful for these children, specific approaches are required. Here are some stratagies to improve learning for all:
1) school-wide discipline (clear rules and fairness for all)
-rules regarding behaviour should be part of everyday systems in the school, and displayed in teaching, in routines and visually throughout the school (ie. posters, phases, mottos etc.)
- there must be the same expectations and standards for everyone as far as the rules go.
2)school-based team (teachers, EAs, principal, other support workers, voluteers, etc.)
-the main team (employed staff) should identify problem areas like the lunchroom, playground, changerooms, bathrooms etc. These areas need to be monitored frequently and regular proceedures need to be followed when allowing students into these zones.
-everyone needs to follow the same proceedures and expectations
3)staff stratagies
-equal expectations, routines and plans
-clear rules for all
-consistency in reinforcement of rules
-consistent reporting method (of problems and issues)
-teach self-control and social skills
-customize each classroom to work within the rules
Different approaches to behaviour are necessary depending upon what education level is being taught. Much of this is due to the different developmental stages of these children and how long they have been suffering from their behavioural disorder. Primary level approaches are more general to the entire school, with some focus on extreme behaviourally challenged individuals, whereas junior and secondary levels are more advanced and more specific to the individuals themselves.
Primary Focus
-all students
-reinforcement (rewards) for good behaviour in the form of food or objects and smiles, high-fives, pats on the back
-positive words over negative (rule of 5 positive words to 1 negative)
Junior Focus
-continue rules for all
-focus on chronic behaviour
-social skills training
-tutoring
-individual reading program
-behavioural interventions
-counselling
Secondary Focus
-individual strategies for markedly deviant behaviour
-conflict resolution programs
-specific focus on the individual and their challenges (anxiety, conduct disorder, bullying)
"Writers observe that educating these troublesome people will contiue to be one of the most stressful, complex and difficult challenges facing public education today...and perhaps one of our biggest failures (Winzer, 2008). So far, there has been no instruction devised that permanently alters the conditons or successfully diverts children and youth from a trajectory leading to a host of long-term negative developmental outcomes. Many behaviourally challenged children grow into youth who become expelled, suspended or shunted. Often they are misunderstood or underserved or not helped until their conditions become extreme. As bleak as this sounds, there are many ways to improve things for the future:
-build positive models
-build confidence in our teachers and support staff
-offer additional training and supports
-customize approaches to individuals
-earlier identification and action
-work on parental communication and support
-use consistency and positive reinforcement
-teach self management skills; teach students to assess, instuct and reinforce themselves and their behaviour
-build social skills and self-esteem
-give children a place to call their own (learn self exceptance and strength to follow their dreams)
"It takes strength to be courageous and courage to be strong."
Resources: Wizner (2008). Children with Exceptionalities in Canadian Classrooms. Toronto, Ontario: Pearson Prentice Hall.
Other Links: http://www.honorlevel.com/x116.xml
http://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips
Positive reinforcements once again seems to be key in primary, junior and secondary. Teachers will also need to utilize all strategies in order to effectively deliver the curriculum to students with behavioural disorders. It can be challenging and will be a lot of work, but with support it can be done. I love the quote you have used "It takes strength to be courageous and courage to be strong." This is so true and can be applied to all areas of life.
ReplyDeletePositive reinforcement and consistency is the best method for working with chilren. Children need to know what to expect, need to hear positive things about themselves to do well in society.
ReplyDeleteI think about he shooter in Denver and I wonder what his life was like, what happen to him that he would do a crazy thing like that.
I have to say that I find children with behavioral difficulties fascinating! Their response to stimuli sometimes defies our understanding of how the world is supposed to work yet is a method that, for whatever reason, works or makes sense to them. As an educational assistant it is our job to understand the how, when and why's of this behavior and then to apply consistent, positive redirection in order to help them self regulate their behavior appropriately. This requires a community approach in order to transgress all social components and is a difficult process to initiate and organize. These children have so much to teach us and the repercussions of not addressing their behavioral issues have far reaching societal impacts.
ReplyDeleteWhen I was working as a Math Tutor this spring, I was in the Learning Resource room with several EAs. A boy who frequently spent time in that room, (which ironically is thought of by the students as the room you go to if you've done something "BAD", instead of somewhere to get extra help),was brought in by his teacher and was having a severe meltdown. The one EA said I don't have time for this today and made him sit on a chair in the middle of the room, where I guess he could not kick anything or throw anything. He proceeded to yell and swear and tell everyone in the room that noone cares about him, he has no friends, everyone hates him, he is nothing and none of us care and we all know who we are...he said he wanted to be invisible and disappear. He kept begging for a drink of water, but the EA said he could not have one until he calmed down. He insisted that he needed the water to calm down, but still he was not allowed to get a drink. Eventually he was calm enough that she allowed him to get the drink. When he returned, she asked is he felt better and he said "Of course I do, I told you I needed a drink to calm down."
ReplyDeleteIt was a horrible experience...I was caught between feeling afraid of him and wanting to somehow let him know that its not true and people do care about him. I was not in charge and had to respect the EAs in the room, so I was quiet...but that was the most difficult thing that I've experienced so far in this field.
I did witness him on many other occasions and he was not always like this. I did find out from him that he has a foster family, but that's all I know. He spends easily more than 70% of the time working with an EA outside the classroom, because teachers can't handle him. I am still torn with how the EA dealt with him, but she had been working with him for a long time and likely knew him better that I did. For the sake of the EAs and student, I cant mention the school.
Lee Ann S.
I think children with behavioral concerns would be quite challenging and rewarding to work with. I believe that these children feel as though they may be misunderstood, and therefor react negatively at times. With knowledge, compassion and commitment and dedication from the school system and society as a whole, I believe children can be assisted into becoming their true self.
ReplyDelete