CEC Standard 2
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Reflection of my knowledge related to the standard:
As a special educator I believe that strong classroom management involves structuring the classroom to be a physically and emotionally safe place for students. It is important to arrange the furniture and materials in the classroom so they are accessible to all students. Also by having a place for all materials and supplies, there will be ample space for all students to move around the room safely during transitions and procedures.
I believe that creating a classroom environment where all students feel welcomed and safe should be an essential part of every classroom management plan. By embracing the diversity of student ethnics, backgrounds, traditions, and values all students can feel comfortable among their peers and teacher. By providing classroom roles and embracing students’ strengths, students can feel a sense of community.
One important component of classroom management is providing clear rules, expectations and procedures. Throughout my studies I have learned the importance of stating the rules in a positive manner. We want to foster a positive learning environment by telling students what we expect of them and stating our expectations positively. I have also learned about the importance of praise. Praise lets students know that they are following the procedures and also builds their self-esteem and overall a positive learning environment. By implementing these procedures and strategies, a positive setting can be created and student learning can be the focus of the classroom.
Through my education and experience, I am aware that maintaining student behavior and creating a classroom environment conducive to learning will promote and foster student learning and success. I am aware of the current evidence based behavior system, Positive Behavior Interventions and Supports, which promotes school wide rules and expectations in which students are rewarded for displaying acceptable behaviors. I also understand that collaboration with parents, paraprofessionals, and other teachers will help to create a consistent and effective learning environment.
Artifact(s) that Demonstrates my Knowledge Related to the Standard:
P-2
In order to be effective in your work with special needs children, you must create a positive environment in which students feel safe and supported. To successfully create this type of atmosphere, teachers must have knowledge in the field, a basic philosophy or belief system, and a wide variety of techniques at their disposal. The success of a teacher will depend heavily upon the basic knowledge of the effects of various learning disabilities and the impact that these factors have upon the child's behavior at home and at school. Then, in order to effectively understand, manage, and control the behavior of children with learning disabilities, the professional must develop and commit to a philosophy that they fully trust and believe. Finally, the professional must have a repertoire of strategies to utilize to address individual student challenges. This artifact is a reflection paper on a video that I watched called "When the Chips are Down" which reinforced the importance of these key elements.
In order to be effective in your work with special needs children, you must create a positive environment in which students feel safe and supported. To successfully create this type of atmosphere, teachers must have knowledge in the field, a basic philosophy or belief system, and a wide variety of techniques at their disposal. The success of a teacher will depend heavily upon the basic knowledge of the effects of various learning disabilities and the impact that these factors have upon the child's behavior at home and at school. Then, in order to effectively understand, manage, and control the behavior of children with learning disabilities, the professional must develop and commit to a philosophy that they fully trust and believe. Finally, the professional must have a repertoire of strategies to utilize to address individual student challenges. This artifact is a reflection paper on a video that I watched called "When the Chips are Down" which reinforced the importance of these key elements.
when_the_chips_are_down.docx | |
File Size: | 18 kb |
File Type: | docx |
3-6
A Functional Behavior Assessment (FBA) is the first step in helping student change undesirable behavior. I define it as the problem-solving process that seeks to identify the underlining causes of negative student behavior that impedes the learning process. The process incorporates a variety of techniques and strategies aimed at diagnosing the causes or more specifically—what the student “gains,” “controls,” or “avoids” through those behaviors.
The Behavior Intervention Plan (BIP) is derived from the results of the FBA. It identifies likely interventions to address the problem behaviors and outlines the environmental changes that need to take place to bring about changes in a wanted or an unwanted behavior. These changes can impact the nature of instruction, curriculum, and other aspects of the school routine for students. The plan outlines the changes that the teacher needs to make in the way they teach, the way they interact, and the way they respond to a student. Ultimately, the BIP focus on arranging setting events and antecedents in a manner that enhances appropriate behavior and prevents unwanted behavior.
Click to view FBA and FIB: http://www.flipsnack.com/triggs75/fu8w7aff
A Functional Behavior Assessment (FBA) is the first step in helping student change undesirable behavior. I define it as the problem-solving process that seeks to identify the underlining causes of negative student behavior that impedes the learning process. The process incorporates a variety of techniques and strategies aimed at diagnosing the causes or more specifically—what the student “gains,” “controls,” or “avoids” through those behaviors.
The Behavior Intervention Plan (BIP) is derived from the results of the FBA. It identifies likely interventions to address the problem behaviors and outlines the environmental changes that need to take place to bring about changes in a wanted or an unwanted behavior. These changes can impact the nature of instruction, curriculum, and other aspects of the school routine for students. The plan outlines the changes that the teacher needs to make in the way they teach, the way they interact, and the way they respond to a student. Ultimately, the BIP focus on arranging setting events and antecedents in a manner that enhances appropriate behavior and prevents unwanted behavior.
Click to view FBA and FIB: http://www.flipsnack.com/triggs75/fu8w7aff
7-12
An effective classroom management plan paves the way for the teacher to engage students in learning. A comprehensive classroom management outlines expectations necessary to a structured classroom environment. The plan includes routines, rules and consequences. The main goal of this type of plan is to reduce disruptive behavior so students can focus on learning.
Click here to view Comprehensive Behavior Plan: http://www.flipsnack.com/triggs75/fzns63jj
An effective classroom management plan paves the way for the teacher to engage students in learning. A comprehensive classroom management outlines expectations necessary to a structured classroom environment. The plan includes routines, rules and consequences. The main goal of this type of plan is to reduce disruptive behavior so students can focus on learning.
Click here to view Comprehensive Behavior Plan: http://www.flipsnack.com/triggs75/fzns63jj