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Assignment 1

Cusack, E. | Student Number s239335 |ETL414 S2 2012

Assignment 1 An essay based on building positive classroom behaviours through inclusive practices. Draw informatively on the chapters in e-reserve and Slee text. Demonstrate that you understand the key concepts of behaviour management.

Scenario 2 Using appropriate language, describe how you would plan instructional adaptations to include a student with additional needs in the area of social competencies, into your regular class. The key to this question is the development of social competency.

Social competencies such as situational awareness, self-management, empathetic awareness, relationship building, resilience, goal setting and problem solving are applied across multiple situations appropriate to context and time (Slee, 2012) in order to participate effectively as members of our communities (Ministry of Education, 2007, in Slee). This essay addresses strategies to develop these vital life skills in the classroom for students with additional social competency needs. It looks at the individuals ecosystem, teaching environment and pedagogy, multi-contextual application of learning, reinforcement, feedback and review, in developing approaches eight year old Johnnys teacher might adopt to support his difficulty maintaining positive social relationships and resolving his aggressive tendencies towards peers.

Making sense of individual student behaviour is paramount to successful teaching (ArthurKelly, Ford, Lyons, 2011). Baseline data from tests, observations and discussions with Johnny, and background/expectations from his parents (Bolt, Salvia & Ysseldyke, 2010; OShea, OShea & Rosenberg, 2006; Medina & Orza, 2008), allows his teacher to better understand, respond to, and monitor his progress. The ecosystem (Carter & Kaplan, 1995) around Johnnys unsocial behaviour - personal variables and situational precursors to the problem, locus of control, and locus of change (Arthur-Kelly et al.) - will guide his teacher in developing a socially relevant, individually, and developmentally appropriate plan.

Possible strategies to develop social competency need to be informed by evidence-based best practice (Arthur-Kelly & Dempsey, 2007). Slee (2012) suggests teachers need to model and teach behavioural expectations informally (p.65), before engaging in formal social skill training through small group and role play practice, and then having students apply their knowledge in authentic settings. The final step is to teach for generalisation (Stokes & Baer, 1997 in Slee), so the skill can be demonstrated whenever it is appropriate. Ongoing feedback will shape the desired behaviours (Slee). The teachers reinforcement, modelling, mentoring, mediating and providing positive feedback are crucial to the voice of a supportive adult being internalised in the youths own voice (Eccles & Gootman, 2002 in Slee, 2012). An inviting (Purkey and Novak, 1984 in Slee, 2012) and lead teacher (Glasser, 2000 in Arthur-Kelly et al., 2011) who displays withitness (Kounin, 1970 in Slee) provides a quality classroom that facilitates cooperative learning strategies to engender trust, and satisfy students needs for freedom, power, fun and belonging (Berk, 2009; Halvorsen & Neary, 2009; Foreman, 2011). Positive, caring and inclusive teaching leads students from a failure identity (Freeman, Frydenberg, Godinho, Hoy, Margetts, Munro & Lo Bianco, 2007) to one with internal control (Mentis, Quinn, Ryba, 2005).

Mutually agreeable and achievable goals should build progressively to positively affect Johnnys motivation and learning and promote responsibility for his own actions (Medina & Orza, 2008). Short term goals may include Johnny talking about feelings and using positive language (Halvorsen & Neary, 2009), with longer term goals being to collaborate with peers. Johnny should identify support needed to achieve these goals and commit to agreed strategies. The teacher should engage in a cycle of reflexivity to plan, implement and review (Arthur-Kelly et al., 2011).

Behaviour is defined by its setting (Slee, 2012). In learning to replace his anti-social skills, Johnny must learn situational awareness (Slee). Bolt & Ysseldyk (2010) suggest providing opportunities for meaningful rehearsal and guided, independent practice until skills become automatic. Further, the teacher needs to give immediate, specific and corrective feedback about performances and provide opportunities to correct mistakes reinforce desired outcomes stress understanding, application, and transfer of information. (p.12).

Teaching strategies can include positive modelling through managing classroom behaviour, implementing the six step problem-solving traffic light program (Shriver, Schwab-Stone, and DeFalco,1999), and activities to engage Johnnys class in empathy, tolerance and cooperation e.g. interpreting social cues from images, role playing and small group practice using scripts, and discussing moral dilemmas (Freeman et al., 2007). Extrapolating from classroom etiquette to broader, external contexts could help identify acceptable behaviours for different situations. Thinking strategies to modify behaviour are embedded in cognitive behaviour theory and can help to reprogram the way Johnny perceives and interprets experiences (Wragg, 1989 in Arthur-Kelly et al., 2011). Self-reflection is important.

Think-pair-share offers a low-risk situation to increase confidence (Servatius, 1995 in Halvorson & Neary, 2009) and interactive small groups encourage blended skill acquisition and social acceptance (Foreman, 2011). Cooperative and competitive games and classroom theatre (Halvorsen & Neary) will harness Johnnys skills in a non-threatening way and the class can share strategies on handling anger, disappointment or anxiety (Freeman et al., 2007). Intrinsic to class activities are the social protocols of joining in, taking turns, sharing, accepting and being a leader/follower. Here, Johnny has opportunity to practice explicit instructions (e.g. using the right voice), and more complex behaviours such as selfmanagement, situational and empathetic awareness, problem solving, and assertiveness (Slee, 2012). Opportunities for Johnny to use his skills in authentic settings should also be provided (Freeman et al.). Johnny should be given a toolbox of alternative behaviours to help him regulate his emotions, self-instruct, self-monitor and manage his behaviour to underpin the teaching activities (Berk, 2009; Carter & Kaplan, 1995). These coping strategies could include seeking help, anger management, self-talking or leaving the scene (Freeman et al., 2007). If intervention is required, redirection to more appropriate behaviour, based on the teachers assessment of Johnnys motivation (attention, power, revenge or inadequacy (Dreikur, 1972)) could be encouraged by utilising Dreikurs six step student-focussed intervention (ArthurKelly et al., 2011).

Feedback with Johnny and his parents will guide and reinforce the correct use of social skills. Positive reinforcement - certificates of achievement and personalised letters (Jones & Jones, 2001), rewards, contracting statements, token economy (Arthur-Kelly et al., 2011), and

positive mirroring from his peers, will help shape his behaviour, which needs to be regularly reviewed.

Instructive adaptations for developing social competencies begin and end with the individual. Understanding Johnnys world view (Ibrahim, 1991 in Medina & Orza, 2008) and overlaying it with a supportive environment, targeted, meaningful and multi-faceted instruction, modelling, reinforcement, and positive feedback, will help Johnny learn to both internalise and generalise the positive behaviours expected of him.

References Demsey, I. & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms. (pp.4-22). Melbourne, Victoria, Australia: Thomson Learning. Lyons, G., Ford, M. & Arthur-Kelly, M. (2011). Interventions. In Classroom management: creating positive learning environments (3rd ed., pp. 152-192). Melbourne, Victoria, Australia: Cengage Learning Austarlia Pty Limited. Berk, L. (2009). Cognitive developoment: Piagetian, Core Knowledge, and Vygotskian Perspectives. In Child Development (8th ed., pp. 223-273). Boston, MA, United States of America: Pearson Higher Education, Rights and Contracts Department. Salvia, J., Ysseldyke, J. & Bolt, S. (2010). Introduction: The context for assessment in schools and current assessment practices. Assessment in special and inclusive education (11th ed., pp. 2-18). Belmont, California: Wadsworth/Cengage Learning. Kaplan, J. S. & Carter, J. (1995). Behaviour management: an introcution. Beyond behaviour modification: a cognitive-behavioural approach to behaviour managment in the school (3rd ed., pp. 1-25). Austin, Texas, United States of America: Pro-ed. Foreman, P. (2011). Introducing inclusion in education. In Inclusion in action (3rd ed., pp. 241). Melbourne, Victoria, Australia: Cengage Learning. Hoy, A., Margetts, K., Godinho, S., Frydenberg, E., Lo Bianco, J., Freeman, E., & Munro, J. (2007). Personal, social and moral development. Educational psychology (1st ed., pp. 70-123). French's Forest, New South Wales, Austalia: Pearson Education Australia. Halvorsen, A. T., & Neary, T. (2009). Effective instruction for all students. In Building inclusive schools: tools and strategies for success (2nd ed., pp. 18-50). Upper Salle River, N.J.: Pearson. Jones, V. F. & Jones, L. S. (2001). Establishing positive teacher-student relationships. Comprehensive classroom management: creating communities of support and solving

problems (6th ed., pp. 77-120). Needham Hights, Mass., United States of America: Allyn & Bacon. Orza, J. & Medina, J. (2008). Diversity in the classroom. Behaviour management: applications for teachers (5th ed., pp. 60-95). Upper Saddle River, New Jersey, United States of America: Pearson/Merrill Prentice Hall. Mentis, M., Quinn, S. & Ryba, K. (2005). Linking inclusive policies with effective teaching practices. Learners with special needs in Aotearoa, New Zealand (3rd ed., pp. 1-459). Palmerston North, New Zealand: Dunmore Press. Rosenberg, M. S., O'Shea, D. J. & O'Shea, L. J. (2006). Student and family transitions. Student teacher to master teacher: a practical guide for educating students with special needs (4th ed., pp. 291-322). Upper Saddle River, New Jersey, United States of America: Pearson/Merrill Prentice Hall. Slee, J. (2012). Hang In There 'Til Easter... Managing Classroom Behaviour By Building Resilient Teachers (1st ed.). Melbourne, Victoria Australia: Cengage Learning Australia.

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