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EsmmePoe EsmmePoe is offline
 
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EsmmePoe
 
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Behavior Management in Special ed
Old 04-14-2019, 07:55 AM
 
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Hi, I am an ARL student, with little no experience I chose sped because it is close to my heart. I think this is a good place to ask because sped students are different, I know I am probably late on this, I have sought out advice but always got the same answer which never worked. I recently have found something that is working somewhat but I am still seeing some of the same behaviors, what are some ways I can effectively manage my classroom and engage my students, especially when they are so against anything I do. They have expressed their concern many times that it is suppose to be a homework class and when they don't have homework it should be games but is not the exceptions. I had one student express they were going to act as bad as they can to get out of my class so they can have the teacher they want. It has been a real struggle learning to be a teacher.


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WGReading WGReading is offline
 
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Old 04-14-2019, 12:09 PM
 
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What grade level are the students?

So this is like a study hall/resource class for students to receive extra time/support to complete assignments?

I have 2 initial ideas for you:

1 - relationships. I am not a SPED licensed teacher, I'm a reading specialist, but I work closely with our SPED teachers and often have special programs students (K-5 Autism or Behavior Therapy) in my reading groups or as 1:1 students. As a generalization, these students (ALL students, but especially those with disabilities) work better when they feel respected and listened to by their teacher. hey often will have struggles with confidence and/or low tolerance for frustration. The relationship has to come before successful instruction and learning will happen. The students I work with will work with me, but often won't work for anyone else in the building, or very few people. That's because I do things to show that the students are important to me, have a say in their learning, etc. Sometimes students will have off days and everything gets thrown off. Instead of forcing it, address the current behavior/emotions/difficulty and try to work through those things so that hopefully next time the time can be used for academic instruction.

2- if/then. You need to be able to set boundaries with your students. Students need to know where they have autonomy and where the lines are that are your non-negotiables. Ex: My behavior therapy kids can express their frustration, but I don't accept swearing. If someone needs to talk through something, we can do that, but we also have goals to accomplish. I would try to set up some kind of schedule or expectation related to the work they need to accomplish. When you finish, x/y/z (or, let's be honest, maybe just x), then you have some choices for the remainder of your time. If they don't have work to work on, it is well within your "rights" as a teacher to expect them to work on something academic. If you feel like it would help, give them a choice in that area as well. But basically you want to set up a controlled choice where any of the options would be acceptable to you.


What are you doing that is "working somewhat"? Students who are in SPED will not magically be fixed over night. Being consistent with your plan and expectations will help, but your students with learning disabilities will continue to struggle with academics. Your students with behavior disorders will display the thinking or behaviors that are part of that disorder. If they are making progress towards your goals, something is working! So maybe you need to tweak it, but I wouldn't discount it just because it isn't 100% every day.

Hope this helps!
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