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Problem behaviour management and intervention including students with…
Problem behaviour management and intervention including students with special needs
PROBLEM BEHAVIOR MANAGEMENT
establish meaningful relationships
Developing a connection with pupils enables one to better understanding of them and give them a sense of belonging. The more strong the bond, the easier it is to understand them.
post classroom rules and reference them
Especially for students with learning disabilities and behavioral challenges, seeing rules on the walls can help keep them stay focused.
breaks
Scheduling in breaks can actually help special needs students focus better throughout the day.
classroom seating options
offer a variety of seating alternatives. When children are given free reign to choose where to sit, they are three times more likely to act out than when seats are designated.
supervise the lesson
The classroom should be actively monitored by teachers. But don't be a hawk and keep an eye on them. Move about, follow up on their progress, and be prepared to respond to any inquiries they may have.
consistency
They will be eager to point out other pupils who have previously engaged in the same behaviour while disciplining one student for it. They are more likely to repeat the behaviours in the future if they feel they are being unfairly penalised.
Even if some students are more likely than others to stir things up, don't single them out. Instead, concentrate on the habits. Correct faults as soon as you notice them and use the opportunity to learn from them.
INTERVENTIONS
Students with special needs should be near the teacher
Put into place procedures that all of your kids can follow to maintain a reasonable level of noise.
To accommodate students who more urgently require a distraction-free environment for success, create a private space for taking tests, and change the seating arrangements currently in place.
Don't only vocally deliver instructions or guidance. As well as written or graphical instructions, use graphic organisers.
When you notice children acting correctly, compliment them, but don't go overboard. The compliments should be genuine rewards, not given for every little success but rather in reaction to a series of related successes.
Regularly and on-goingly provide comments to pupils with specific needs, and always work to boost their self-esteem.
Encourage collaborative learning opportunities. For students who have learning disabilities, group work frequently helps to educate the delayed or students with special needs