Chey+and+Marie's+Wiki+Text

Managing Problem Behaviors [|The Really Big List of Classroom Management Resources] [|Classroom Management - Who should control the classroom?]
 * Chapter 9:

What is a Problem Behavior?** A problem behavior is a "[|behavior] such as aggression, self-injury, property destruction, apathy, disruption, and screaming, which impede the learning of the student or the education of other students."

//Short-term//: Immediately cease the problem behavior with minimum interruption to classroom environment. //Long-term//: Preventing all classroom interruptions.
 * Goals for Managing Problem Behavior**

There are numerous ways to modify your strategies in the classroom that will help students with special needs or various learning levels. In the website: [|**http://www.adda-sr.org/ClassroommanagementIndex.htm**] built by _ the list included simple things like preferential seating, optional taped reports, tests given orally, and altered assignments. All of these ideas, when used properly can benefit heterogeneous, remedial, and special needs groups. They can also benefit general education groups. Teachers of these groups have many strategies available: for inattention, try cutting the lesson into segments, or gaining eye contact before beginning instruction; for impulsiveness, try ignoring minor inappropriate behavior and acknowledge positive behaviors when possible.
 * Management Strategies**

To reduce behavior problems, teachers can reduce student confusion and disinterest by demonstrating the following elements: [1]
 * comfortable classroom pace[[image:cartoon.gif width="322" height="322" align="right" link="http://www.panix.com/%7Epro-ed/cartoon.gif"]]
 * strong sense of purpose
 * high expectations of achievement
 * talks only as much as necessary
 * focuses on academic tasks
 * structured transitions
 * maximizes instructional time (keeps distractions to a minimum)

When you are dealing with “special problems” in the classroom remember to be respectful. One way to achieve this is to give the student time to cool down before approaching him to work things out. If the student was rude or aggressive and had to be sent out of the classroom make sure that you are firm but calm. Talk to them in privet after they have had time to calm down. How you manage these occurrence in your classroom will set the tone for the whole class. A good resource for ideas when dealing with uncomfortable situations you may want to go on line. One reference I found was the [|Education World].
 * Special Problems**

Managing Special Groups
 * Chapter 10:

[|Brain Research] [|Layered Curriculum]**

//Inclusion// is the term used to describe the process of educating students with disabilities in the mainstream of the general education setting. //Full inclusion// advocates that the general education classroom is the appropriate education placement for all students with disabilities, regardless of severity.
 * Teaching Heterogeneous Classes**

The following are a few of the arguments regarding both sides of the full inclusion issue. [1]

//For full inclusion://
 * Labeling is de-emphasized.
 * Stigma of leaving class for special instruction is decreased.
 * Students remain with their peers full-time.
 * Social skills are improved.
 * Self-esteem is increased.
 * General education students benefit from interaction.
 * Interaction and cooperation among all school personnel is enhanced.
 * The realities of our society are faced.

//Against full inclusion//:
 * Classroom teachers, parents, and students are not prepared.
 * Class sizes are too large to allow teachers to meet all students' needs.
 * Quality of education to all students will decrease.
 * School personnel do not have the necessary collaborative skills.
 * Some students need instructional strategies and technology not available in the classroom.

When teaching remedial classes, it's important to keep in mind that the majority of students in these classes come from the low end of the socioeconomic spectrum and often have an even harder time bridging the achievement gap.
 * Teaching Remedial Classes**

// What is the [|achievement gap]? // The “achievement gap” is a matter of race and class. Across the U.S., a gap in academic achievement exists between minority and disadvantaged students and their white counterparts. This is one of the most pressing education-policy challenges that states currently face. Recent changes in Federal education policy have put the spotlight on the achievement gap. The **No Child Left Behind Act** (NCLB) requires states to set the same performance targets for children: "Within a school, if any student subgroup persistently fails to meet performance targets, districts must provide public school choice and supplemental services to those students – and eventually restructure the school's governance. This is required even if the school performs well overall. In other words, **schools now are considered successful only if they close the achievement gap.** Many schools are struggling to meet this benchmark."
 * From economically disadvantaged families
 * With disabilities
 * With limited English proficiency
 * From all major ethnic and racial groups

"There are several ways to measure the achievement gap. One common method is to **compare academic performance** among African-American, Hispanic, and white students on standardized assessments."

" Data from the National Assessment of Educational Progress (NAEP) shows that reading scores for 17-year-olds narrowed dramatically for both African-American and Hispanic students from 1975 through 1988. From 1990 to 1999, however, these gaps either remained constant or grew slightly in both reading and mathematics." Looking at the NAEP data, the Education Trust concluded that, “By the time [minority students] reach grade 12, if they do so at all, minority students are about four years behind other young people. Indeed, 17 year-old African American and Latino students have skills in English, mathematics and science similar to those of 13-year-old white students.” Another way to measure the achievement gap is to compare the **highest level of educational attainment** for various groups. Here too there are gaps at all levels. Unfortunately, Hispanic and African-American high school students are more likely to drop out of high school in every state. Of these high school graduates, college matriculation rates for African-American and Hispanic high-school students remain below those of white high-school graduates – although they have risen in recent years. Furthermore, of those students enrolling in college, Hispanic and black young adults are only half as likely to earn a college degree as white students.

In Kathie Nunley’s [|layered curriculum]Web page she points out that teachers have “an overwhelming variety of students.” As a high school teacher you may be faced with students who may not be able to read past a second grade level, may be English Language Learners (ELL), may be special educations students who are mainstreamed into the general education classroom, or any other situation that you can think of. Kathie’s layered curriculum is a method that she created to meet the special needs of all her students.
 * Students with Special Needs**

**Jeopardy Game**

 * [[file:Chapter 10 game.ppt]]

Text Resources**
 * 1) Colarusso, R., & O'Rourke, C. (1999). //Special education for all teachers//. Dubuque, IA: Kendall/ Hunt Publishing Co.
 * 2) Emmer, E.T., & Evertson, C.M., & Worsham, M.E. (2006). //Classroom management for middle and high school teachers//. Boston, MA: Pearson A & B.
 * 3) Posner, G.J. (2005). //Field experience: A guide to reflective teaching.// Boston, MA: Pearson A & B.