Behaviour Exceptionalities
Effectively managing student behaviour contributes to a safe and inclusive learning environment. Sometimes students misbehave simply because we have not communicated effectively what is unacceptable and will not be tolerated. Classroom management is at the root of the problem. However, in other instances, a student’s behavioural concerns require a more complex approach.
There is no single symptom or characteristic of all students who have a behavioural disorder. Defining behavioural deviance is related to our notion of what is normal given that social and cultural norms differ (Hutchinson, 2009). Having said that, the Diagnostic and Statistical Manual of Mental Disorders DSM V provides clear definitions and symptoms of conditions in the behavioural category.
Students with mental health issues may be recognized in this category and teacher training includes recognizing the symptoms and appropriate responses to supporting the mental health needs of these students. The Ontario Ministry of Education’s Supporting Minds: An Educator’s Guide to Promoting Mental Health and Well-Being document addresses just that and provides helpful advice for educators.
Common Characteristics of Students Exhibiting Behavioural Problems include:
How do these guiding principles from Supporting Minds: An Educator’s Guide to Promoting Mental Health and Well-Being align with your own beliefs around students with a behaviour exceptionality?
Consider including your thoughts on this topic in your Portfolio.
Here are the 6 guiding principles:
These principles are very basic in that they reflect current Canadian cultural theories. As I have stated before, the Ontario educational theories almost always reflect the cultural/social standards of the macro-environment that we live in. For me, these principles are not only principles that guide my day to day practices but also the practices during my teaching time. For me as a teacher, working within these guiding principles could be helpful because it could be a framework with which I could create behaviour, student and teacher assessment charts. In doing so, I believe that a more reflection education experience/practice can be created.
The two strategies that I feel I am doing well at are: developing a mutual respect and caring community and encouraging individual and student representation and voice
Developing a Mutual Respect and Caring Community within the Classroom
I am a big believer in A.S. Neil and the idea of the whole learner. As such, I try, so hard to nurture and consider the entire learner. I try to give students the opportunity to learn in an environment that is both supportive and encouraging. I have had the chance to work with students ranging from age 4 to 40. From these experiences, I know for sure that learning requires an individual sense of safety and a sense of belonging. I work hard to provide this through fostering community, positive reinforcement and encouragement.
Encouraging Individual and Student Representation and Voice
For me this concept means allowing for freedom of expression, allowing students to be individuals and fostering a sense of self in a democratic way. In my opinion, these concepts are fundamental and yet very difficult to instill. In my past teaching experience, I worked at an IB school, these concepts were a component of the curriculum. During this time, I learned about the vital importance of classroom (community) communication, the importance of student/teacher dialect, the vital role of student feedback and the need to facilitate student councils and student representation. From this experience, I strongly believe in the right of student autonomy and the right of students to have a sense of self-control/direction.
The two ideas from “Educator's Guide to Preventing and Solving Discipline Problems” that I found interesting and would adapt are: “call on all students equitably” and “Preventing and reducing frustrations and stress.”
Call on All Students Equitably:
I think as educators, we all have a tendency to, unconsciously, allow the brightest, most outspoken and extroverted students to dominate classroom time. I recently completed my TESL Ontario/Canada level 2. During my practicum, my supervisor-teacher made me aware of my propensity to allow classroom discussions to be dominated by strong/outspoken students. In doing so, I inherently exclude the more timid students. Since, I have been working on becoming more conscious of this! I really liked the authors’ suggestion of creating a checklist for “monitoring equitable response opportunities.” As I have said a number of times, teaching is very much about living in the moment and providing the best you can at the moment. However, I firmly believe that being able to adapt to the moment is not enough; good teaching entails self-reflection with goals. The idea of making a quick checklist of equality is an interesting strategy that relates to my current goals!
Preventing and Reducing Frustrations and Stress.
This is the other strategy that spoke to me. I find that sometimes, we get so focused on curriculum goals and expectations that we forget the human aspect of our jobs. In truth our students are humans and we are humans too! As educators we must remain aware of this. I find, particularly, by the end of the school year, some allowances need to be made for signs and symptoms of “burn-out” for both the teacher and students. I know that I need to be more aware of this. I liked the authors’ idea of taking a moment to enjoy some relaxing music, integrate a hike or a physical activity into the curriculum, collaborate with other teachers and peer sharing. In sum, we need to breath life into our own teaching and see our lived experiences differently. This concept is similar to “om” of the mediation world! I plan to work harder to embody this in the future.1The two strategies that I feel I am doing well at are: developing a mutual respect and caring community and encouraging individual and student representation and voice
Developing a Mutual Respect and Caring Community within the Classroom
I am a big believer in A.S. Neil and the idea of the whole learner. As such, I try, so hard to nurture and consider the entire learner. I try to give students the opportunity to learn in an environment that is both supportive and encouraging. I have had the chance to work with students ranging from age 4 to 40. From these experiences, I know for sure that learning requires an individual sense of safety and a sense of belonging. I work hard to provide this through fostering community, positive reinforcement and encouragement.
Encouraging Individual and Student Representation and Voice
For me this concept means allowing for freedom of expression, allowing students to be individuals and fostering a sense of self in a democratic way. In my opinion, these concepts are fundamental and yet very difficult to instill. In my past teaching experience, I worked at an IB school, these concepts were a component of the curriculum. During this time, I learned about the vital importance of classroom (community) communication, the importance of student/teacher dialect, the vital role of student feedback and the need to facilitate student councils and student representation. From this experience, I strongly believe in the right of student autonomy and the right of students to have a sense of self-control/direction.
The two ideas from “Educator's Guide to Preventing and Solving Discipline Problems” that I found interesting and would adapt are: “call on all students equitably” and “Preventing and reducing frustrations and stress.”
There is no single symptom or characteristic of all students who have a behavioural disorder. Defining behavioural deviance is related to our notion of what is normal given that social and cultural norms differ (Hutchinson, 2009). Having said that, the Diagnostic and Statistical Manual of Mental Disorders DSM V provides clear definitions and symptoms of conditions in the behavioural category.
Students with mental health issues may be recognized in this category and teacher training includes recognizing the symptoms and appropriate responses to supporting the mental health needs of these students. The Ontario Ministry of Education’s Supporting Minds: An Educator’s Guide to Promoting Mental Health and Well-Being document addresses just that and provides helpful advice for educators.
Common Characteristics of Students Exhibiting Behavioural Problems include:
- deliberate destruction of property
- frequent lying
- serious violation of rules
- skipping school
- outburst of anger, low tolerance for frustration irritability
- reckless, risk-taking
How do these guiding principles from Supporting Minds: An Educator’s Guide to Promoting Mental Health and Well-Being align with your own beliefs around students with a behaviour exceptionality?
Consider including your thoughts on this topic in your Portfolio.
Here are the 6 guiding principles:
- Respect and understanding
- Healthy development, hope, and recovery
- Person-directed services
- Diversity, equity, and social justice
- Excellence and innovation
- Accountability
These principles are very basic in that they reflect current Canadian cultural theories. As I have stated before, the Ontario educational theories almost always reflect the cultural/social standards of the macro-environment that we live in. For me, these principles are not only principles that guide my day to day practices but also the practices during my teaching time. For me as a teacher, working within these guiding principles could be helpful because it could be a framework with which I could create behaviour, student and teacher assessment charts. In doing so, I believe that a more reflection education experience/practice can be created.
The two strategies that I feel I am doing well at are: developing a mutual respect and caring community and encouraging individual and student representation and voice
Developing a Mutual Respect and Caring Community within the Classroom
I am a big believer in A.S. Neil and the idea of the whole learner. As such, I try, so hard to nurture and consider the entire learner. I try to give students the opportunity to learn in an environment that is both supportive and encouraging. I have had the chance to work with students ranging from age 4 to 40. From these experiences, I know for sure that learning requires an individual sense of safety and a sense of belonging. I work hard to provide this through fostering community, positive reinforcement and encouragement.
Encouraging Individual and Student Representation and Voice
For me this concept means allowing for freedom of expression, allowing students to be individuals and fostering a sense of self in a democratic way. In my opinion, these concepts are fundamental and yet very difficult to instill. In my past teaching experience, I worked at an IB school, these concepts were a component of the curriculum. During this time, I learned about the vital importance of classroom (community) communication, the importance of student/teacher dialect, the vital role of student feedback and the need to facilitate student councils and student representation. From this experience, I strongly believe in the right of student autonomy and the right of students to have a sense of self-control/direction.
The two ideas from “Educator's Guide to Preventing and Solving Discipline Problems” that I found interesting and would adapt are: “call on all students equitably” and “Preventing and reducing frustrations and stress.”
Call on All Students Equitably:
I think as educators, we all have a tendency to, unconsciously, allow the brightest, most outspoken and extroverted students to dominate classroom time. I recently completed my TESL Ontario/Canada level 2. During my practicum, my supervisor-teacher made me aware of my propensity to allow classroom discussions to be dominated by strong/outspoken students. In doing so, I inherently exclude the more timid students. Since, I have been working on becoming more conscious of this! I really liked the authors’ suggestion of creating a checklist for “monitoring equitable response opportunities.” As I have said a number of times, teaching is very much about living in the moment and providing the best you can at the moment. However, I firmly believe that being able to adapt to the moment is not enough; good teaching entails self-reflection with goals. The idea of making a quick checklist of equality is an interesting strategy that relates to my current goals!
Preventing and Reducing Frustrations and Stress.
This is the other strategy that spoke to me. I find that sometimes, we get so focused on curriculum goals and expectations that we forget the human aspect of our jobs. In truth our students are humans and we are humans too! As educators we must remain aware of this. I find, particularly, by the end of the school year, some allowances need to be made for signs and symptoms of “burn-out” for both the teacher and students. I know that I need to be more aware of this. I liked the authors’ idea of taking a moment to enjoy some relaxing music, integrate a hike or a physical activity into the curriculum, collaborate with other teachers and peer sharing. In sum, we need to breath life into our own teaching and see our lived experiences differently. This concept is similar to “om” of the mediation world! I plan to work harder to embody this in the future.1The two strategies that I feel I am doing well at are: developing a mutual respect and caring community and encouraging individual and student representation and voice
Developing a Mutual Respect and Caring Community within the Classroom
I am a big believer in A.S. Neil and the idea of the whole learner. As such, I try, so hard to nurture and consider the entire learner. I try to give students the opportunity to learn in an environment that is both supportive and encouraging. I have had the chance to work with students ranging from age 4 to 40. From these experiences, I know for sure that learning requires an individual sense of safety and a sense of belonging. I work hard to provide this through fostering community, positive reinforcement and encouragement.
Encouraging Individual and Student Representation and Voice
For me this concept means allowing for freedom of expression, allowing students to be individuals and fostering a sense of self in a democratic way. In my opinion, these concepts are fundamental and yet very difficult to instill. In my past teaching experience, I worked at an IB school, these concepts were a component of the curriculum. During this time, I learned about the vital importance of classroom (community) communication, the importance of student/teacher dialect, the vital role of student feedback and the need to facilitate student councils and student representation. From this experience, I strongly believe in the right of student autonomy and the right of students to have a sense of self-control/direction.
The two ideas from “Educator's Guide to Preventing and Solving Discipline Problems” that I found interesting and would adapt are: “call on all students equitably” and “Preventing and reducing frustrations and stress.”
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