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Similaire à Qed506 group project(john)
Similaire à Qed506 group project(john) (20)
Qed506 group project(john)
- 2. John’s profile • ADHD with anger management issues. (Behavioral assessment done but parent do not believe results.) • “Unexplained disruptive behavior” – Fights – Take other’s things without permission – Does not listen to instructions (other teachers’ feedback.) • Protective parents with higher social-economic status who are possibly in self-denial. Sean
- 3. Current provisions • Counselor talked to John and observed his behavior in class. No other actions taken. • No evidence of differentiated treatment. • Classmates only tolerated him. • Seated in the left-middle of the class. • Overall, very little provisions made for him was seen. Sean
- 4. Hi, I’m John. Every teacher’s worst nightmare! Sean
- 5. Sean
- 6. Analysis of current provisions - STICE • Counselor is one of the key collaborators; talks to him but fails to give relevant coping strategies that teacher can use in class to reinforce what they agree on • Insufficient – includes working with parents, teachers and other peers Dawn
- 7. Recommendations for Collaboration 1 Home-School 2 Within School 3 External Agencies Dawn
- 8. Home-School Collaboration • Know John’s home situation • Help John’s parents know what your trying to achieve i.e. succeed in school • Develop strategies that both parent and teacher can work together to change behavior Dawn
- 9. Within School • Other teachers • Other professionals (AEDs, councilors, psychologist) • John’s peers Dawn
- 10. External Organizations • Parent-support group • Professional help (social worker, psychologist) Dawn
- 11. Ezran
- 12. John’s Current Situation in class • Seating position in the middle of the classroom • Behavior 1. Does not listen to instructions. 2. Anger management Issue Ezran
- 13. Security & Shelter Social Pleasure Contact Steele’s classroom environment Task Symbolic Instrumentality Identification Ezran
- 14. Steele’s Function of Classroom Environment Security & Shelter • Provide physical & psychological safety. • Physical: freedom from intrusion or interference. (open space) • Psychological: 1) Seat in front of the classroom and away from potential distractions such as noise or students’ commotion. 2) Provide a private corner for John to have a ‘time-out’. Ezran
- 15. Steele’s Function of Classroom Environment Task Instrumentality • Set simple & clear ground rules for everyone and explicitly explain to John. (Maintain eye contact & have patience in explaining to John) . • Break up task into manageable task for John and provide guidance. (Possible disruptive behavior if task is challenging to do) Ezran
- 16. Steele’s Function of Classroom Environment Social Contact • Different seating arrangement gives different levels of interaction . • Design seating arrangement for students to have clear view of instructional presentations. • Arrange desks in rows to help students to be more focused on individual assignments. (Bonus & Riordan, 1998; Wheldall & Lam, 1987) • Cluster arrangement effective for group work. Ezran
- 17. STICE’S MODEL: MANAGING INSTRUCTIONS Alvin
- 18. Differentiation… • “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning” - Carol Ann Tomlinson Alvin
- 19. What’s done is insufficient… • Mainly boring chalk-and-talk teacher exposition involving solely textbook and workbook practices – faster and easier to teach, can finish curriculum faster but… – does not engage students effectively • No fixed buddy/buddies assigned… usually on a random ad hoc basis – ‘buddy’ does not know how John works… no long term chemistry, responsibility and empowerment Alvin
- 20. What’s done is insufficient… • Minimal group work and class activity – less noise generation and planning involved but… – reduced opportunities for John to learn to work with classmates, and for them in turn to understand and work around his learning needs Alvin
- 21. Input… • vary the modes of teaching, present more stimulating and interesting materials, use role- plays, experiments and hands-on activities etc • boosting interest of the lesson, especially so for ADHD kids Alvin
- 22. Input… • Give instructions very carefully... maintain eye contact, avoid multiple and complex instructions, and make sure John understands before proceeding with the task. • If need to, get John to repeat the instructions. • Provide clear, visually uncluttered worksheets Alvin
- 23. Level of support… • peer-tutoring and buddies... helps John stay on- task... Buddies act as a nanny and helper...need for the pre-existence of a supportive classroom culture first • use of assignment notebooks and colour-coded files to help John organise homework etc, with frequent monitoring by the teacher (and parents) Alvin
- 24. Output… • Provide him with other opportunities, methods, or test formats to demonstrate his knowledge e.g. allowing John to provide verbal response instead of answering in writing, as the latter may prove too time consuming and tedious for him Alvin
- 25. Participation… • students with ADHD generally lose interest when they are not actively involved • support and encourage John to participate in class • Provide John with private, discreet cues to stay on task and advance warning that he will be called upon shortly. At all times, avoid the use of sarcasm and criticism. Alvin
- 26. Cooperative Learning… • a strategy to foster greater interdependence, appreciation and tolerance of differences • Use strategies such as Think-Pair-Share where teachers ask students to think about a topic, pair with a partner to discuss it, and share ideas with the group. (Slavin, 2002). • peer support (or pressure) helps keep John on task and in focus • it also provides him with a platform to learn and exercise his social skills with his peers, and learn important skills like turn- taking, respect for others, conflict negotiation etc Alvin
- 28. According to Graham (2006), suppressing the behaviours through medication may achieve a more orderly classroom but may result in the child never getting the support and understanding they really need. There are simple and straightforward strategies that a teacher can implement in a classroom to help students with ADHD. Jacintha
- 29. Current Provisions • Sean – Surrounds John with good role models – Provides opportunities for breaks, such as running errands for him – Praise compliant behaviour and provide immediate feedback – Use time-out procedure for misbehavior – Class routines are in placed • The counselor has counseled John and observed his behavior in class. – It was not on a regular basis, so there isn’t much constructive feedback Jacintha
- 30. Recommendations • Be more proactive to prevent behavior outbursts – Write a behavior contract with him – Self-monitoring of behavior – Provide brief training in anger control, such as the ‘Stop-Think-Do’ method – A-B-C method (Quiet/secret signal) Jacintha
- 32. Self-Esteem • Describes a person’s overall sense of self-worth • Students with special needs often feel frustration, hopelessness Roy
- 33. What the school has done • Provide individualized counseling • Passive and reactive approach is taken • Counseling can teach John skills to work with others and gain acceptance • Recommendation: Take an active stance to help John Roy
- 34. Focus on strengths • Create opportunities for John to succeed • Reward John for completing small tasks • Positive reinforcement • Tangible or intangible • Teacher repeatedly asks John what he has done right Roy
- 35. Feedback and Encouragement • Encourage John when he does something right • Taking perspective of others • Discuss what John could have done differently Roy
- 36. Individualized Goal-Setting • Set goals for John • Reference to performance previously • Boosts self-esteem when targets are achieved Roy
- 37. Solutions • Classroom environment – Special time-out corner – Put in front of the class, near teacher’s desk. • Instructions (differentiated) – sing visual cues, a bite sizes and strangled timing – the reward-punishment approach – Peer support and positive role model • Teacher – Work with counselors and subject teachers . Sean
- 38. • Violent tendencies (???) – Special time-out corner – the reward-punishment approach – Physical proximity to teacher. Sean
- 39. Long term plans. 1. Still have to involve family and after-school car-givers. (if any) 2. Continue on the solutions and refine along the way. – Be positive and build his self-esteem. 3. Use LDS money to redecorate the classroom into more ‘friendly colors.’ 4. Teach the class about people being different and how we should behave and take care of them. 5. Role modeling. Never appear aggressive. 6. Inform other subject teachers of your actions and share. Sean
- 40. “Teacher is the driving force for the changes needed.” “The teacher is the driving force for the changes needed.” Sean
Notes de l'éditeur
- Enter the scene in staff pantry. Teacher whined and moaned about John.
- Teacher spotted RO and 4 other senior teachers in pantry. Approach them for help.
- No deliberate effort has been made to rope in the involvement of these other key collaborators
- Provides insight to his behavior in class Decide your course of action to take to deal with John’s problems -> parent’s unkind confrontation could be due to lack of understanding for what the teacher is doing and why John is demonstrating negative behavior (i.e. aggressive behavior) -> coupled to competing demands of work (stress) -> her own previous encounters with school -> feel guilty when their children have difficulties in school -> defensive and uncooperative, embarrassed to disclose troubles2. Let them know your curriculum, routines, policies - Minimize confusion, conflict and misinterpretation3. Work on agreed expectations & ask for feedback - for every 3 good report of John (absence of aggressive behavior), mother can allow him to play video games for an hour - give him time-outs when he is about to or has already erupted into aggression (space of his own) -> both at home and in school - give him choice of consequences for misbehavior like aggressionALL these should lead up to trust and respect between parents and teacher
- Other teachers who may have worked with him previously could have ideas and effective strategies - agree on common management approach that is consistent across lessons (e.g. writing down what they expect of him by the end of a lesson and celebrate them when he achieves it)2. Support and advice3. Help them to air their frustration and ultimate goal is to reconcile - empower them by teaching them how to manage John’s temperaments and encourage him to be better, and what to expect during -> cooperative learning work, independent work, free time - help them to appreciate and value that everyone is different, and John needs a little more time and patience -> also reward them for showing positive behavior towards John -> help foster an inclusive and supportive classroom community
- Link up parents with common problems/children with similar problems That can cater to his family’s needs if necessary, psychologist for alternate diagnosis if interventions still fail
- Antecedents are what comes right before the behavior—internal states or environmental cues that lead to a behavior. Consequences are what happens because of the behavior. Contingencies are things that change the antecedents or consequences that lead to either an increase or a decrease in the behavior.