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Final Project Sped 630

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Lauren Stephens

on 27 June 2013

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Transcript of Final Project Sped 630

Background photo by t.shigesa
Final Project: SPED 630
Professional Learning Position

teaching students with EBD's in the regular classroom
What will you encounter in your classroom?
Nearly 20% of students in your classroom will have been indentified as qualifying for special education services.
Motivational theory and practice
Keep your classroom rules simple and short! No more than 3-5 main rules

Reward Positive Behavior!
A great many Emotional and Behavioral Disorder students tend to take any discipline as a personal attack. Because of this, unfortunately they learn very little from it.
Try and celebrate the successes of these students more than you reprimand or punish their mistakes.
In the classroom, it is important that you get to know all of your students.
Align your classroom rules closely with those of the school as a whole and make these part of your everyday teaching.
During the first week of school, have the students bring in some special items to share with the class about who they are.
This helps you as the teacher get to know each of your students and what they are interested in.
1. http://nces.ed.gov/fastfacts/display.asp?id=59
Students with Emotional and Behavioral disorders may have the following traits:
* inability to learn
* unable to build relationships with others
* inappropriate behavior
* unhappy or depressed mood
* may develop physical symptoms or fears regarding personal or school problems
2. http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1164&context=honors
3. http://education.cu-portland.edu/blog/teaching-strategies/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/
Motivational theory and practice
Allow your EBD students to have a
mini break
from class/desk work!
A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods of time.
Treat all students in your classroom with fairness!
If EBD students feel they are not being treated fairly and with the same consideration and respect as their peers, it is almost guaranteed to affect their behavior
Offer them incentives for academic successes, large and small. Celebrate their hard work and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.
Reinforcing incompatible behaviors
Select or prioritize with the student which skills or target behavior (ex. social) need improvement or increased.
Demonstrate, model or explain these skills and the importance of improving them.
have the student practice these skills while you(the teacher) provide vital positive feedback and reinforcement. then identify with the student a variety of social situations in which the skill might be useful.
Motivation Theory and Practice
Ignore bad behavior when possible
* change the focus of attention to deter a student misbehaving by using a learning game

*Use hands on activities that require students' attention but yet allows some freedom for fun, movement and a break from sitting quietly

*give all students some responsibility in the classroom, allow them to participate in helping one another by having students grouped into teams
4. http://www.metu.edu.tr/~e133376/project/The%20Positive%20Discipline%20Model.htm
5. https://docs.google.com/presentation/d/14xsHLhIeCZos0CeSw4NiEjPH6fecHyo9-cbXWlEjtac/edit#slide=id.gc80d8356_0129
Getting to know your students with positive intrinsic motivation
The relationship the students, regardless of their age, have with the teacher is vital in promoting engagement and intrinsic motivation in the classroom. Encouraging a bond with the students has been shown to increase students engagement in the classroom (Skinner & Belmont, 1993).
Teachers need to create a positive relationship with students in order to promote the behavior desired and student engagement
Teachers must
- emphasize the learning objectives
- help students organize
-manage their expectations
-guide them through what they need to do
If they (teachers) behave in this way, the students show increased levels of intrinsic motivation and engagement with both the teachers and the work they have to do.
Teacher-student relationships
The most successful teachers allow students to see how they function in the outside world. For example, sharing pictures of a vacation, stories from their childhood experiences, really anything that helps the students get to know the teacher!
Forming a bond with the teacher is an important factor that encourages and promotes engagement, intrinsic motivation and learning.
6. http://psuc0e.wordpress.com/2013/02/18/teaching-and-making-motivation-happen-and-stuff/
7. https://docs.google.com/presentation/d/1kUFOoq1GXayIDhN-YLIRheei0V4YcVSfxKmrCMn_EFc/edit?pli=1#slide=id.gc6f890df_045
How to reinforce targeted or wanted behavior
8. http://www.ldonline.org/article/6030
communicate with the student a positive comment when the student displays the correct behavior.
Reinforcement of Behaviors
If reinforcers are not given frequently enough, the student may not produce enough of a new behavior for it to become well-established. The standard rule is three or four positive reinforcers for every one negative consequence (including negative verbal comments) that the teacher delivers
Reinforcement of Behaviors
Enthusiasm and Eye contact:
Modulation in the voice and excitement with a congratulatory air convey that the student has done something important. Eye contact suggests that a student is special and has the teacher's undivided attention.
Reinforcement of Behaviors
Describe the behavior:
The student may not know why reinforcement is being delivered or may think that it is being delivered for some behavior other than what the teacher intended to reinforce. Even if the student does know what behavior is being reinforced, describing it is important.

Reinforcement of Behaviors
Anticipation and variety:
Building excitement and anticipation for the earning of a reinforcer can motivate students to do their very best. It is necessary to change reinforcers frequently to make the reinforcement more effective.
Modeling as a reinforcer!
Modeling is also a powerful tool teachers should use.
When teachers are cheerful and enthusiastic, their attitudes are contagious. When they are respectful of students, students respect each other. When teachers are patient, fair, consistent, and optimistic, their students exhibit these traits as well. Teacher behavior sets the tone for the classroom environment.
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