EDUC 517-Chapter 7
February 13, 2010 at 4:02 pm | Posted in Uncategorized | 3 CommentsI didn’t really like chapter 7 in the Salend text at all. I feel like this chapter kept giving examples of challenging behavior and it never seemed to explain what to do. Luckily I am in a classroom where I have to deal with challenging behavior coming from more than half of my class in some shape or form. If it were for my experiences in the classroom seeting I am currently in for student-teaching, I would never even begin to know where to start if I had challenging behaviors. I think that it would have been super beneficial to put more practice into this text. I don’t want to sit and read about something that I will be encountering in my classroom and then not really be told what to do about it. (sorry if that sounds mean, it is just how I feel.) I honestly feel like I wasted time reading this. I mean don’t get me wrong, the stories were great, but WHAT DO WE DO……?
So in my classroom now with the challenging behavior we have so many students who have their own intervention behavior plans becasue the regular classroom management upsets them, and then they end up acting out even more. I am blessed because I am learning how to handle a classroom when you can have multiple outburst occurring at the same time. What my CT and I have done is we contacted and communicated with our support teachers and administrators and put specific action plans together for each child who needed one. Typically these are in place becasue the regular classroom management system is not enough to keep them safe, or others safe. So I would like to have read more about, “what if those strategies do not work, then what?” Luckily for me they have been working, but that does not mean they always will.
I don’t know..I just really hope the next reading is more informative.I am learning way more by being in a classroom where these behavior crisis’ happen on a daily basis-sometimes more than one at a time and I learn by watching what my teacher has done, and what I have been directed to do by the administrative teams. To me, that is more time worthy. However, not everyone in EDUC 517 are going to have classrooms that are like this, therefore not everyone is going to have the opportunity to learn what to do, which is why a book with more examples of what to do would be more realistic.
-Holly
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I understand your feelings, even though I read the articles and books, I still feel lost sometimes. The texts seems to give general practices as preventative measures and a few deflective measures. But as people, we want answers to our specific problems/issues that we face in the classroom. I don’t think we’ll ever find a handbook that has a specific behavior and possible solutions to that behavior. I really wish there was one though because I am often lost and find myself asking the advice of everyone around me. I think what we should do is write down all of our notes on the child’s behavior then step back from the situation and evaluate it in the best way that we can. We just need to think hard about what could help the child. I know it is distressing and frustrating and sometimes confusing, but i think it’s all about trial and error and trying to find the right solution. And another factor that is thrown our way is that behaviors change and a problem one week may not be an issue the next week, you know? That’s all I have on the subject for now, I hope that helps, because it helped me to write it!
Comment by shellybell87— February 14, 2010 #
thanks michele!
Comment by htravisunc— February 14, 2010 #
I understand your frustration when reading about creating a classroom environment that supports positive behavior when you have students in your class that seem to be “exceptions”. I struggle with the same thing in my classroom. It seems like we have so many “special cases” that I wonder if PBS is for everyone.
Like you, I have become bitter and frustrated reading about all of these techniques that seem to be a little too idealistic. This is the reason that we are not only reading about best practices, but also spending time with experienced teachers in real classroom situations. Instead of spending time and energy trying to reconcile these seemingly conflicting approaches, I am now trying to just soak up as much as I can. I think this is why we are going to be prepared to take on our own classrooms — we not only know the “right” way to do it, we also know how to react when things are not going exactly “right”.
Comment by Alex Earl— February 14, 2010 #