Support Resource Interview Students with behavioral issues in school may not have access to the support that they need because the schools they are do not have the funding necessary to work with these students. These students have a higher chance of suspension, which causes a loss of information due to days of missed instruction (Stagman & Cooper, 2010). Services are available to combat the issues, but almost eighty percent of students with issues do not receive any services for their behavioral issues (Stagman & Cooper, 2010). Many times, mental health services are needed for these students. When interviewing two teachers from Sprout U School of the Arts about their support system for students, there were similar and dissimilar answers.
…show more content…
Both teachers gave similar responses. According to them, the school gives each teacher a procedure book that tells them what actions are necessary for different situations. In the situation of a child in need of more support, observation is the first step. The teachers have to gather information over a period of time until the second step, which is a meeting with the teacher, the student, the parent, and the principal. This meeting along with the observation notes as well as a plan created during the meeting is then set into place. In terms of identification of the area of support, Ms. Eme gave a slightly different answer from Ms. Danielle. Ms. Eme said that observation was largely the factor, but getting to know the child is the biggest factor. She concentrated more so on behaviors affected by hunger and warm interactions with the children. She said that she feels as though affection is needed with toddlers and that many children are missing it because their schools don’t allow it. In an article by Stomshak, Bierman, McMahon, Lengua & Conduct Problems Prevention Research Group (2000), students who did not receive interactions that were affectionate had a higher chance of having misbehavior, especially if partnered with aggressive and inconsistent discipline practices. This research contributes to Ms. Eme’s strategy. Ms. Danielle’s …show more content…
Both of the teachers work in the same school and so again, their answers are very similar. The school has different resources outside of the school in which they work with different programs within the community; however, they do collaborate with another school for students to come within the school to assist the children with classwork. The volunteers help the students who need extra assistance with homework. These volunteers from an outside point of view also help with behavioral issues. Many times, students act out because they do not understand the work given to them. Extra assistance from older children can be less intimidating which means they can listen at a greater rate. Also, the additional attention from older students may dissuade the younger students from acting out because they may be missing this attention in the classroom or at home. Within the school is also an advocate program, which helps students who are struggling academically which helps to create individual learning plans for the students without labeling them. This provides students with what they need without making them feel any different from their
Both teachers gave similar responses. According to them, the school gives each teacher a procedure book that tells them what actions are necessary for different situations. In the situation of a child in need of more support, observation is the first step. The teachers have to gather information over a period of time until the second step, which is a meeting with the teacher, the student, the parent, and the principal. This meeting along with the observation notes as well as a plan created during the meeting is then set into place. In terms of identification of the area of support, Ms. Eme gave a slightly different answer from Ms. Danielle. Ms. Eme said that observation was largely the factor, but getting to know the child is the biggest factor. She concentrated more so on behaviors affected by hunger and warm interactions with the children. She said that she feels as though affection is needed with toddlers and that many children are missing it because their schools don’t allow it. In an article by Stomshak, Bierman, McMahon, Lengua & Conduct Problems Prevention Research Group (2000), students who did not receive interactions that were affectionate had a higher chance of having misbehavior, especially if partnered with aggressive and inconsistent discipline practices. This research contributes to Ms. Eme’s strategy. Ms. Danielle’s …show more content…
Both of the teachers work in the same school and so again, their answers are very similar. The school has different resources outside of the school in which they work with different programs within the community; however, they do collaborate with another school for students to come within the school to assist the children with classwork. The volunteers help the students who need extra assistance with homework. These volunteers from an outside point of view also help with behavioral issues. Many times, students act out because they do not understand the work given to them. Extra assistance from older children can be less intimidating which means they can listen at a greater rate. Also, the additional attention from older students may dissuade the younger students from acting out because they may be missing this attention in the classroom or at home. Within the school is also an advocate program, which helps students who are struggling academically which helps to create individual learning plans for the students without labeling them. This provides students with what they need without making them feel any different from their