4. Comment on Amber 's tactic of managing the Year 10 boy who has severe anger. How would you do it?
A whole school approach to assist this student is imperative; allowing him to feel cared for, valued and supported. Using a variety of strategies including PBIS would provide a framework for the school to develop an individualised plan. Teaching students to self-regulate and control their emotions is important for children’s learning and development.
Amber assists the Year 10 student return to a calm place through speaking in a quiet and composed manner. Allowing the student to initiate conversation may help the student process what happened and why it may have occurred. I believe it is important to ensure a conversation does transpire about …show more content…
I have concerns about the way the school is managing this aspect of the support offered to the student. Waiting until he experiences strong emotions or anger, I believe, is too late, damaging and inappropriate. Strategies to assist the student to recognise and self regulate his emotions and behaviour need to be taught and reinforced; the importance of acquiring these skills is supported by the Teacher Effectiveness Training Model (Malmgren et al., 2005). PBIS also advocates for intervention before a child experiences an emotional meltdown.
This Year 10 boy requires an individualised management plan to support change, with clearly defined goals and expectations to be introduced and employed by the whole school. Staff should gather comprehensive information to establish the antecedents and triggers associated with his behaviour and following PBIS guidelines collect data to monitor the effectiveness of the implemented plan. Teaching and modeling self-regulation and monitoring techniques would also need to be supported in this …show more content…
Learning and curriculum are the central focus and lesson time can’t be wasted. My concern is whether Amber actually takes time to really get to know her students. Sometimes learning can’t be defined by the curriculum and needs to address students’ social-emotional wellbeing. Successfully incorporating these elements is the Positive Learning Framework that combines curriculum outcomes with wellbeing goals, reflecting the needs of students (McDonald, 2010).
Bonner’s main critique was brief, questioning whether Amber could effectively communicate her classroom management practices and theories to assist others or whether she just has an innate sense of what works.
Bonner respects Amber’s ability to successfully manage her class at a school with significant challenges. She has a zero tolerance to disruptions that interfere with learning, sets clear guidelines about behaviour and plans interesting, open-ended activities. I believe when the social-emotional wellbeing and cultural identity of her students is given greater consideration Amber will be an exemplary
A whole school approach to assist this student is imperative; allowing him to feel cared for, valued and supported. Using a variety of strategies including PBIS would provide a framework for the school to develop an individualised plan. Teaching students to self-regulate and control their emotions is important for children’s learning and development.
Amber assists the Year 10 student return to a calm place through speaking in a quiet and composed manner. Allowing the student to initiate conversation may help the student process what happened and why it may have occurred. I believe it is important to ensure a conversation does transpire about …show more content…
I have concerns about the way the school is managing this aspect of the support offered to the student. Waiting until he experiences strong emotions or anger, I believe, is too late, damaging and inappropriate. Strategies to assist the student to recognise and self regulate his emotions and behaviour need to be taught and reinforced; the importance of acquiring these skills is supported by the Teacher Effectiveness Training Model (Malmgren et al., 2005). PBIS also advocates for intervention before a child experiences an emotional meltdown.
This Year 10 boy requires an individualised management plan to support change, with clearly defined goals and expectations to be introduced and employed by the whole school. Staff should gather comprehensive information to establish the antecedents and triggers associated with his behaviour and following PBIS guidelines collect data to monitor the effectiveness of the implemented plan. Teaching and modeling self-regulation and monitoring techniques would also need to be supported in this …show more content…
Learning and curriculum are the central focus and lesson time can’t be wasted. My concern is whether Amber actually takes time to really get to know her students. Sometimes learning can’t be defined by the curriculum and needs to address students’ social-emotional wellbeing. Successfully incorporating these elements is the Positive Learning Framework that combines curriculum outcomes with wellbeing goals, reflecting the needs of students (McDonald, 2010).
Bonner’s main critique was brief, questioning whether Amber could effectively communicate her classroom management practices and theories to assist others or whether she just has an innate sense of what works.
Bonner respects Amber’s ability to successfully manage her class at a school with significant challenges. She has a zero tolerance to disruptions that interfere with learning, sets clear guidelines about behaviour and plans interesting, open-ended activities. I believe when the social-emotional wellbeing and cultural identity of her students is given greater consideration Amber will be an exemplary