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Past and future of inclusion in the school classroom
Social emotional learning essay
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The second classroom that I observed was a second grade classroom and I notice that there was one student who was an ELL. The teacher informed to me that this student had just came from Dominican Republic in September and started school and after school 2 weeks later then everybody else. The first SEI strategy that I notice that the teacher applied to her lesson was guided interaction. Before the teacher read the book called “The Recess Queen” she had a conversation with the students. She asks the students if they have every been bullied or knew someone who has been bullied. The students first shared out and then talked with a partner about their experiences. After this the teacher read “The Recess Queen” to the students. After the teacher
...nd encouraged by institutional supports, the teacher did not allow any type of contact between the students. However it worked out better than if contact was allowed. In this particular situation, the prohibition of communication among the students actually encouraged them to talk, just to defy the rules and make the detention more enjoyable. Lastly, the results were achieved to reduce inter-group tensions and promote perceptions of common interests and common humanity. The students realized they were misjudging each other by stereotypes, they learned and by opening up to one another they had a lot in common and made good connections.
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Are teachers enforcing discipline mechanisms in a healthy way for children? Researchers would answer no to this question because of one major factor: removing recess from a child’s school day. In Jessica Lahey’s article, “Students Who Lose Recess Are the Ones Who Need It Most”, she states that “schools continue to take away recess privileges as a penalty for academic or behavioral transgressions”. Many teachers follow this procedure because they assume that they are teaching the child how to act with appropriate behaviors. However, it is a proven fact that eliminating a student’s recess results in a negative outcome. Therefore, recess should not be removed from a child’s school day because this recreation plays a role in their physical health,
In the “The Crucial Role of Recess in School” (2012) article it explains, many schools are beginning to replace physical activity, like recess, with more attention to academic subjects. What these schools are forgetting is that well-supervised recess also has benefits that surpass academics. They help make a well rounded student because recess offers cognitive, social, emotional, and physical benefits to the student when they are young that they carry with them into adulthood.
The INCLUDE strategy is based on the theory that what takes place in a classroom can either lessen the impact of student learning or increase it, making adaptations necessary to change, or modify student learning behavior. By evaluating a student’s learning needs and styles, and the demands of the classroom environment, a teacher can accommodate most students with special needs in their classrooms. (Friend & Bursuck, 2006)
Schools all over the country are considering, if not already applying, the removal of recess for elementary school students. Having recess has scientifically proven to play a substantial part in the social development of a child, their physical health, and the amount of attention they pay in the classroom. For example the Tennessee Board of Education says, "It is the position of the NASPE that all elementary school children should be provided with at least one daily period of recess of at least 20 minutes on length" (National Association for Sports and Physical Education). Keeping recess in schools could help lower the childhood obesity rate, help children to be more attentive in class, and assist in the development of their much needed social skills. These aspects are essential to academic healthiness and to your child succeeding academically. Removing recess could cause a dramatic decline in the graduation rate in the U.S.
...hers making a particular syllabus and curriculum, giving their students a bullying questionnaire each month, participating in the bully box, and sending bad or disruptive students to the re-think room. The syllabus that supports the practices of their students being kind, using communication, having a sense of what teamwork is and promoting the relationship of friendship. The curriculum will include lessons and various hands on activities that will have a primary focus on empathy, anger management, and the skills that are needed to resolve conflicts. My program shows that it is effective psychologically because it helps children with their altruistic behaviors, the reciprocity norm plays a role, it helps determines ones self-concept, and shows that even a bully can have self-determination, self-discipline, self-control and that their self-presentation will increase.
(e.g., a chance to make friends outside of the program). The staff acted as a
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
As part of the module practical teaching programme, I have been helping out in the homework club of an inner city primary school, one hour per week for the past twelve weeks. All in all I think I it was a very interesting experience and very beneficial in terms of my learning as a teacher. I had a number of valuable experiences and below are two of the most important in my opinion.
The third physical education class I observed was taught by Lisa Celeski. She teaches at the McKean Elementary School. The class was held from 1:20-2:00 p.m. and the students were in kindergarten. I observed this class on April 7, 2016.
648 people were observed in total (approximately 1,900 males & approximately 1,600 females). Ages ranged 1- 55+, however 53.5 percent (355 people) were between the ages of 20-25, and 42.9% (285 people) were between the ages of 15-20. These were the top two age demographics. The ages of people observed were slightly positively skewed towards younger participants. Ethnicity of people observed included Caucasian (88.6%; 588 people), African-American (43.1%; 286 people), Hispanic/Latino (17%; 113 people), Asian/Pacific Islander (16.3%; 108 people), Indian/South Asian (5.9%; 39 people), Native American (1.1%; 7 people), ‘Other’ (2.6%; 17 people), and ‘No Answer’ (0.6%; 4 people).
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,