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Communication skills
Communication skills
Verbal and interpersonal skills
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Explication and Evaluation of the handout
Seven Principles for Effective Verbal Intervention As an employee at Shady Grove State School in Poplar Bluff, Missouri, one is expected to be trained on many different things ranging from verbal intervention to nonviolent crisis prevention. Shady Grove is one of the many MSSD (Missouri Schools for the Severely Disabled) schools throughout the state. Students at any MSSD school can have very violent behaviors at times which is why it is important to be trained on verbal intervention. Students at Shady Grove are no exception. They can become easily frustrated and defensive which could potentially lead to someone being injured. Our goal at Shady Grove is to prevent bodily harm from coming to any individual
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Intervention is more successful when done in a small group or one-on-one approach. When a student is disturbed and angry, having an audience in the room can sometimes fuel the fire. (7 Principles for Effective Verbal Intervention). In effect, isolating the student in a different room away from their peers can often be the only action needed to deescalate the situation. Subsequently, it is also useful in ensuring that all students are out of reach if the situation does quickly take a turn for the worse, which ensures the safety of all. This section of the handout is fairly self-explanatory but still adds enough detail to get the point across to the …show more content…
Sometimes simply being quiet and giving the student time to work through their emotions is enough to end the situation. “Silence gives allows the student time to clarify her thoughts and restate her message. This often leads to valuable insight and clearer understanding of the true source of her conflict.” (7 Principles for Effective Verbal Intervention). The student may or may not simply just need time to vent. This section is effective because it clarifies the reason for silence being enough action. It explains why to use silence and what it could do for the student. In conclusion, the handout Seven Principles for Effective Verbal Intervention is an effective way to get the information across to staff at Shady
By yelling at the student, the teacher may be causing them to have anxiety, which can cause any student to want to look away. Students sometimes think if a situation is stressful or causes anxiety that if they don’t look at the person causing it that they won’t be able to see them and will leave them alone. In the case of having a student like John Elder in the classroom, one would need to make accommodations to the standards for him, accommodations simply means the add to or enhance the standards for his learning. If I had a student like John Elder in my classroom I would, depending on the subject, find a way to challenge him so that he doesn’t feel bored and hopefully by challenging him it will motivate him to do better.
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
Warnings put a stop to break downs and other traumatic phases. Bailey Loverin, second-year literature major at UC Santa Barbara, states “trigger warnings in the classroom don’t censor material. Neither are they an excuse to avoid challenging subjects; instead, they offer students with post-traumatic stress disorder control over the situation, so they can interact with difficult material.” Loverin illustrated in the article that the use of trigger warnings in the classroom are not meant for censoring materials but are meant for allowing the student control of the situation and preparing them for what is being taught and making a choice to stay or go. Loverin, contends “If students are suddenly confronted by material that makes them ill, black out or react violently, they are effectively prevented from learning. If their reaction happens in the classroom, they've halted the learning environment. No professor is going to teach over the rape victim who stumbles out in hysterics or the veteran who drops under a chair shouting.” She gives insight in the article that if a student is bombarded with material that may have a negative effect on them and causes breaks downs it halts the learning experience. To be realistic would you be able to focus on a lesson if break down of a student happens in class? Another source that supports my claim is Emma Pettit, Administration of veteran’s affairs, states “Everyone's got an
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
Communication is a key principle when dealing with everybody, but it is extremely important when dealing with children. This research paper will explain and discuss the different types of communication that are used with kids who experience behavioral issues. This paper is to inform those who have experienced a child with behavioral issues and the different communication skill that will help them reduce anger. The audience will include anyone who wants the information on children but especially parents, foster parents, and psychology majors. This communication’s research paper will help some better understand the choices they have when it comes to dealing with children with behavioral issues.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
...elp the teen control their aggressions and help them let it out in healthy ways. They can show them different ways to deal with anger. They can use prevention and try to stop the problem before it gets to far. They can also use crisis management such as a sitting down and talking about the problem with the child. Another method is time-outs this will help give the parents and the child a chance to cool down. The best method for parents is to be a good role model for the children. If they show good ways of dealing with anger their children may do the same. A parent is the person who children look up to as they are growing up.
...oral challenges. Every child should be able to understand that their feelings are valid but need to be cope without hurting themselves or anyone either verbally or physically. According to Thompson et al. (2011) “ students exhibiting externalizing behaviors early in their educational careers are at later risk for high levels of risk taking behavior, substance abuse, and delinquency” (Candelaria et al., 2012, p.608). The implementation of anger management for this population can beneficial when implemented at an early age and develop the skills to cope with anger.
Looking through the eyes of a special education elementary teacher, there are many ways I could intervene if two of my kids got into a heated verbal argument in front of me so I can reestablish a productive learning environment. An example of a short-term intervention I would try doing is calmly step in so that I could ask them what the argument was about. I would do this calmly so that I can model a positive behavior for them. If we can not end the argument by simply talking through it, for example if one of them were still upset, I would ask them to remember and then think about the concept behind perspective taking. I would try to make it clear to them that we must look at the situation through the eye’s of the other person. I should not have to go into this topic, because one of the things I will do in my classroom is frequently ask my kids to reflect on other people’s thoughts and feelings. This is a long-term intervention I want to establish. I feel if I do this then it will lead to a productive learning environment which will benefit my kids greatly. If I have an multiple inte...
When students misbehave, I tend to question the reason behind it, and find out why they behave the way they do. Just as Roger (2003, as cited in Porter) suggests when a child acts disruptively it is either because he/she does not understand or they are misunderstood or mistreated. McDonald (2010, p. 232) also explains engaging with the student is essential; we need look inside the student to find the thinking and emotions that contribute to a students misbehaviour. Children are blank slates, they are born innocent, as they encounter new parts of the world we need to protect them and prepare them from the threats of the adult world (Rousseau). Therefore, the behaviour of students can be a reflection of their culture, their family dynamics and how the community around them has treated them (Martella, Nelson, Marchand-Martella, O’Reilly, 2012, p. 148). Fleer (2006) claims, ‘‘culture not only determines the principles for defining development but frames the
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
Violence in schools is an ever-growing problem in America. It seems every time we turn on the television we hear news of a new and even more disastrous event. The question we need to ask ourselves now is how can we prevent these tragedies. Many agree that looking at the behavior of students and trying to catch the problem before it escalates could be the solution. Schools increasingly believe that their responsibility is not only to teach academics, but also to curb violent, disruptive, and antisocial behavior. They recognize that underlying problems, such as bullying, teasing and learning disabilities, need to be addressed.
Poor communication skills cause students to use violence to vent their frustration. Many young children demonstrate aggression when they are not understood by adults or peers. This aggression will continue as children get older if parents and educators do not teach children how to communicate effectively by using language instead of violence. Children with immature forms of language are more likely to display physical aggression than children with more extensive language skills (Piel 100). Child therapists may argue that verbal communication training cannot always be effective in reducing aggression, and this result can be true in some children; however, in a study by Durand and Carr, establishing functional communication skills was found to be the only solution to reducing problem behaviors (qtd. in Piel 106). Traini...
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the