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Title: Institute of International Teachers Training


1
BEHAVIOUR AND CLASSROOM MANAGEMENT IN SPECIAL
EDUCATION
2
INTRODUCTION
Sometimes real super heroes live in the hearts
of small children fighting big battles.
Special needs is an umbrella term for a wide
array of diagnoses, from those that resolve
quickly to those that will be a challenge for
life and those that are relatively mild to those
that are profound. Children with special needs
may have developmental delays, medical
conditions, psychiatric conditions, and/or
congenital conditions. These special needs
require accommodations so children can reach
their potential.
3
INTRODUCTION
What is Special Needs Education? Special
education (also known as special-needs education,
aided education, exceptional education, special
ed., SEN or SPED) is the practice of educating
students in a way that provides accommodations
that address their individual differences,
disabilities, and special needs. Ideally, this
process involves the individually planned and
systematically monitored arrangement of teaching
procedures, adapted equipment and materials, and
accessible settings. These interventions are
designed to help individuals with special needs
achieve a higher level of personal
self-sufficiency and success in school and in
their community which may not be available if the
student were only given access to a typical
classroom education.
4
THE PSYCHOLOGY OF SPECIAL CHILDREN
Special needs children are children who have
disability, health or mental health or mental
health conditions requiring early intervention
requiring early intervention and supports.
Psychology has important contributions to
understanding, explanation, prediction, control,
and solves problems of special needs children.
The special needs children are children with some
cognitive, affective, and psychomotor limitations.
The phenomena of special needs children include
children with autism, children with mental
retardation, children attention deficit
hyperactivity disorder, and children with
sensory, physical, and health impairments.
5
  THE NEED AND ROLE OF PSYCHOLOGY FOR SPECIAL
NEEDS CHILDREN
Psychologists apply psychological understanding,
explanation, prediction, control, and solves
problems of special needs children.
A psychology theory is an organized set of
principles that describes, explain, and predicts
psychological phenomena (cognitive, affective,
and psychomotor).
The psychology theory can be used as a
foundation for our efforts to change or to solve
behavior of children with special needs.
Examples of psychology theories are social
learning theory, behaviorist theory, cognitive
theory, humanistic theory, psychoanalysis theory,
and critical theory.
6
CHARACTERISTIC FEATURES OF BEHAVIOR AND
CLASSROOM MANAGEMENT IN SPECIAL EDUCATION
The key to classroom Management is by combining
appropriate levels of dominance and cooperation
and an awareness of student needs, teachers can
have positive classroom dynamics.
Teacher-student relationship is one of the major
characteristics for effective classroom
management.
7
CHARACTERISTIC FEATURES OF BEHAVIOR AND CLASSROOM
MANAGEMENT IN SPECIAL EDUCATION
Setting proper guidelines and plan
Recurring and Successful Evaluation
Constant and High Student Participation,
Engagement and Involvement
Genuine, Relatable and Meaningful Learning
Organized, Efficient and High Standards of
Classroom Management
8
SETTING PROPER GUIDELINES AND PLAN
Classroom rules should be clear and concise,
leaving no room for students to wonder what they
should be doing at any given time. Involving them
in developing these rules and expectations is all
the better for increasing their ownership and
understanding.
9
SETTING PROPER GUIDELINES AND PLAN
Points that should be considered or given
importance while setting the rules for the
children are -
Logical and Significant
Crystal Clear and Comprehensible
Congruous with Instructional design
Consistently and fairly enforce rules. Put
behavioral management plans in place to handle
behavior that is not consistent with
expectations. Be sure to communicate the
consequences of not following rules to students
before these are enacted.
10
RECURRING AND SUCCESSFUL EVALUATION
Students need to understand what is expected of
them not only as it pertains to behavior, but
also in terms of academics. Teachers in effective
classrooms communicate with students about what
they should be learning and track progress often.
Make assessment a norm in your classroom and use
it to inform your teaching.
11
RECURRING AND SUCCESSFUL EVALUATION
Systems for assessing student growth include
daily charts, weekly updates, monthly progress
reports, and quizzes. Effective classrooms
include regular formative and summative
assessment. Not everything needs to be formally
graded, but any grading you choose to do should
be done quickly and include some form of
feedback, however brief, to let students know how
they did.
Students should know before you grade them
exactly how you will be grading. If you are going
to be using a rubric , explain its parts to your
students. If you are going to be looking for
anything in particular, tell them what that is.
Whatever criteria you are using to define
success, share it with your students so that
everyone is on the same page.
12
CONSTANT AND HIGH STUDENT PARTICIPATION,
ENGAGEMENT AND INVOLVEMENT
Students do their best learning when they are
engaged and involved. To design effective
instruction that is likely to motivate your
students, consider your delivery of material, the
level of choice you offer, and the degree to
which students have a say in their own learning.
13
CONSTANT AND HIGH STUDENT PARTICIPATION,
ENGAGEMENT AND INVOLVEMENT
The way the content is delivered
Apt Choice
Student-Oriented
Students should be active participants. In
effective classrooms, students take part in
discussions, investigations, and experiments that
broaden their knowledge and skills. Whether
through whole group discussion, small group work,
or independent practice, the majority of learning
is student-led.
Students should be able to self-direct their
learning as much as possible. This makes content
more accessible and meaningful to them and
increases their excitement. Provide students with
multiple options whenever you can.
Technology is a common one, but it is easy to
misuse (Triple E Framework for guidance on
effective technology should be referred).
Experiment with different formats of delivery to
achieve high student engagement. Students might
be more engaged when working in groups.
14
GENUINE, RELATABLE AND MEANINGFUL LEARNING
Students should be able to make connections
between what they are learning in school and real
life. These authentic connections are essential
for effective teaching. The teacher will not be
able to communicate the importance of any subject
if you do not help students see how it relates to
themthey should never wonder why a particular
subject is being taught.
When it comes time for them (the students) to
demonstrate what they've learned about a subject,
give them an authentic audience outside of the
classroom to share their learning with. The
teacher should let them know who their audience
will be as far ahead of time as possible.
15
ORGANIZED, EFFICIENT AND HIGH STANDARDS OF
CLASSROOM MANAGEMENT
There are a number of daily housekeeping tasks to
be completed in every classroom. Develop systems
for working together with students to complete
these as efficiently as possible to maximize
instructional time. Classroom organization is not
just the teacher's responsibility.
An organized classroom promotes more effective
instruction and management. Students that know
their role in keeping things orderly are able to
operate more independently and this means that
you can focus your time and effort on designing
instruction and conferencing with students.
16
  IMPORTANCE OR BENEFITS OF BEHAVIOR AND
CLASSROOM MANAGEMENT IN SPECIAL EDUCATION
It helps form responsible and diligent individuals
in society.
Parents become very contended for the investment
in their children.
It builds a functional and effective school
administration.  
  It creates organized, structure and achievable g
oals for students.
Effective behavioral management is equally
proportional to students achievements and
effectiveness.
It helps to build or create a favorable,
beneficial and conducive learning environment.
It helps to avoid waste of time and energy.
It helps to strengthen or boost the morale of the
teacher.
17
IT HELPS FORM RESPONSIBLE AND DILIGENT INDIVIDUALS
IN SOCIETY.
Shaping Responsible students
Teaching with established rules and regulations.
Allowing the students to explore the subject
matter at the same time.
18
PARENTS BECOME VERY CONTENDED FOR THE INVESTMENT
IN THEIR CHILDREN.
Parents and Guardians building trust and
confidence for the effective teacher.
Teacher is aware of the entire classroom
environment.
Fostering strong and stable relationship among
the teachers and parents.  
19
IT BUILDS A FUNCTIONAL AND EFFECTIVE SCHOOL
ADMINISTRATION  
Aiming at the achievements and overall
development of the students.
Betterment of the school and staff as well.
Effective and fruitful managing capability in the
classroom.
20
  IT CREATES ORGANIZED, STRUCTURE AND ACHIEVABLE G
OALS FOR STUDENTS.
Setting smart and assured goals and destinations
in front of the students.
Creating or designing a roadmap for the students
towards their success.
The children or students will know how to tackle
or handle different issues.
Framing the behavior of the students equivalent
to the rules and regulations of the classroom.
21
EFFECTIVE BEHAVIORAL MANAGEMENT IS EQUALLY
PROPORTIONAL TO STUDENTS ACHIEVEMENTS AND
EFFECTIVENESS.
Essential, Effective and Appropriate
Instructional Designing
Good Curriculum structure
Teachers must possess essential managerial
qualities.
22
IT HELPS TO BUILD OR CREATE A FAVORABLE,
BENEFICIAL AND CONDUCIVE LEARNING ENVIRONMENT.
Effective classroom management skills leads to
favorable learning environment.
Students having a sense of belongingness
Giving an opportunity to the students to explore
beyond the books.
23
IT HELPS TO AVOID WASTE OF TIME AND ENERGY
Behavior and classroom management depends on the
type and mixture of students in the classroom.
Scheduling the tasks properly within the
stipulated period of time.
Pre-planning the lesson for better and organized
delivery.
Behavior management and classroom handling as
well as teaching the lesson should be balanced
effectively.
24
IT HELPS TO STRENGTHEN OR BOOST THE MORALE OF THE
TEACHER
Not only students achievement but a huge
satisfaction and motivation for the teacher as
well.
Helps the teacher to upgrade himself or herself
to master his or her skills.
25
VARIOUS CHALLENGES FACED IN BEHAVIOR AND
CLASSROOM MANAGEMENT IN SPECIAL EDUCATION
There are various challenges faced by the
trainers or teachers for conducting proper
behavior and conduct within the classroom full of
specially abled children.
Nowadays, the schools have to include the special
needs children with the other students as well.
So it is Inclusive Education now.
26
VARIOUS CHALLENGES FACED IN BEHAVIOR AND
CLASSROOM MANAGEMENT IN SPECIAL EDUCATION
Dearth of Practical Experience as far as
Inclusive Education is concerned OR Lacking
Experience in an Inclusion Setting Dearth of
Encounter with Rare and Extreme Conditions OR
Lacking Experience With Severe and Profound
Disabilities Planning the Tasks in such a way
that should cater to the needs of all types of
children OR Creating Activities That Include All
Students Involving students of different
disabilities OR Educating Students With Less
Severe Disabilities Death of any student OR
Dealing With Death
27
VARIOUS CHALLENGES FACED IN BEHAVIOR AND
CLASSROOM MANAGEMENT IN SPECIAL EDUCATION
Lack of Proper Teaching Materials and Tools OR
Not Having Enough Teacher Aides Understanding the
mentality of each and every student OR Teaching
Compassion to Students Making the parents
understand OR Dealing With Parents of "Typically
Developing" Students Designing or Framing
Personalized or Customized Lesson OR Addressing
Individualized Lesson Plans Initiating or
Introducing Remedial Methodologies OR
Coordinating Therapies The First Step to Success
Is Better Training for Teachers
28
DEARTH OF PRACTICAL EXPERIENCE AS FAR AS
INCLUSIVE EDUCATION IS CONCERNED OR LACKING
EXPERIENCE IN AN INCLUSION SETTING
Very difficult for new special education
teachers.
Educators need to coordinate and understand the
needs of the classroom.
Need to develop skills and lesson plans.
29
DEARTH OF ENCOUNTER WITH RARE AND EXTREME
CONDITIONS OR LACKING EXPERIENCE WITH SEVERE AND
PROFOUND DISABILITIES
Students with severe and profound disabilities
require more adaptation and medical attention
than the average student.
Teachers must be skilled in handling severe
disabilities by creating lesson plans based on
individual abilities and adhering to each child's
dietary needs.
If the teacher doesn't have sufficient
experience, the child may not progress in their
skillsor, in the worst-case scenario, they could
experience adverse medical incidents.
30
PLANNING THE TASKS IN SUCH A WAY THAT SHOULD
CATER TO THE NEEDS OF ALL TYPES OF CHILDREN OR
CREATING ACTIVITIES THAT INCLUDE ALL STUDENTS
Proper communication with each other
Adaptive communication and language tools
Involving all kinds of students
Encouraging everyone's participation
31
INVOLVING STUDENTS OF DIFFERENT DISABILITIES OR
EDUCATING STUDENTS WITH LESS SEVERE DISABILITIES
When there are children of all abilities in the
classroom, both physical and academic, children
in the middle can easily fall between the cracks.
These children might have learning disabilities,
hearing impairments, ADD, or language delays, to
name a few examples.
Providing the right amount of attention and
adaptation can be challenging for teachers,
especially if there is a higher
teacher-to-student ratio.
32
DEATH OF ANY STUDENT OR DEALING WITH DEATH
Death is difficult for any teacher to explain to
their students. When you have a
special-needs-inclusive classroom, there may be
students with chronic illnesses, and teachers may
have to help their class process the death of a
classmate.
The trainer or teacher needs to explain his or
her students who are specially abled, the very
essence and depth of losing near and dear ones.
The students can get utmost shock by losing a
near and beloved friend.
They should also help the students to overcome
stressful things. The trainers or teachers must
heal the wounds of the students as and when
required.
33
LACK OF PROPER TEACHING MATERIALS AND TOOLS OR
NOT HAVING ENOUGH TEACHER AIDES
Normally, inclusive classrooms have a regular
educator and a special-needs educator. Due to the
nature of the classroom and its size, it is
imperative to have an appropriate number of
teacher aides to assist the teachers with
day-to-day activities. But teachers often don't
get the resources they need, including teacher
aides.
34
UNDERSTANDING THE MENTALITY OF EACH AND EVERY
STUDENT OR TEACHING COMPASSION TO STUDENTS
Not all students have been exposed to persons
with special needs before, and this becomes a
challenge for teachers. Teachers must not
tolerate insensitivity and cruelty. They must
teach that all students are to be treated with
respect, regardless of ability.
35
  MAKING THE PARENTS UNDERSTAND OR DEALING WITH
PARENTS OF "TYPICALLY DEVELOPING" STUDENTS
Just like the students, some parents are not used
to dealing with persons with special needs.
Teachers need to convey to parents how the
classroom is conducted, and they need to reassure
parents that every student's needs will be met.
Some parents or guardians might be skeptical
about how their wards will manage in such a mixed
scenario where special needs students will be
there along with the rest of the children.
36
DESIGNING OR FRAMING PERSONALIZED OR CUSTOMIZED
LESSON OR CURRICULUM STRUCTURE ADDRESSING
INDIVIDUALIZED LESSON PLANS
Individualized Education Programs (IEPs)
Balancing multiple IEPs
Students with different needs
Proper framing of the curriculum structure
37
INITIATING OR INTRODUCING REMEDIAL METHODOLOGIES
OR COORDINATING THERAPIES
Attending therapy sessions.
Well organized Classroom
Planning day-to-day activities
Keeping all students engaged in learning.
38
THE FIRST STEP TO SUCCESS IS BETTER TRAINING FOR
TEACHERS
Teachers should be fully trained and prepared.
Providing adequate material for teaching.
Realistic settings, social development, and part
of the general student body
Teacher should be a supporter of inclusion.
39
SPECIAL EDUCATION CLASSROOM BEHAVIOR MANAGEMENT
STRATEGIES OR TECHNIQUES
If the teacher works in education or specifically
special education, the teacher knows how
challenging it can be to manage a classroom with
a variety of unique needs. Often those behaviors
can be distracting and frustrating for both
teachers and other students.
Students with disabilities present with so many
unique needs, it becomes necessary to have a
whole list of strategies to engage and manage
their needs. With 13 of students who qualify
nationally for special education, there is an
abundance of need.
40
SPECIAL EDUCATION CLASSROOM BEHAVIOR MANAGEMENT
STRATEGIES OR TECHNIQUES
Establishing Relationships With Students
Effective and Positive Learning Environment
Setting Expectations
Organizing the Lessons
Ignore any negative behavior
Optimize the Seating Plan
 Using and Applying Reminders and Cues
41
SPECIAL EDUCATION CLASSROOM BEHAVIOR MANAGEMENT
STRATEGIES OR TECHNIQUES
Modernize the District's Behavior Management
with research-based best-practices.
Using Research-Based Classroom Behavior
Management in the Classroom.
Focusing on Strengths
Following Behavior Specific Praise
Greeting the Students at the Door
Constant, Strong and Active Supervision
Creating Activities That Include All Students
42
ESTABLISHING RELATIONSHIPS WITH STUDENTS
  • Spending a lot of time with the students
  • Understanding their mentality and behavior
  • Building strong rapport, bond and connection with
    the students
  • Quality time and attention invested on the
    students results in better and stronger
    relationships between the teacher and students.
  • Spending a lot of time with the students
  • Understanding their mentality and behavior
  • Building strong rapport, bond and connection with
    the students
  • Quality time and attention invested on the
    students results in better and stronger
    relationships between the teacher and students.

43
EFFECTIVE AND POSITIVE LEARNING ENVIRONMENT
Paying importance and attention to various needs
and requirements of the students. Fostering a
very positive learning environment. A classroom
with good and fruitful proceedings and
functions. Strong support in learning.
44
SETTING EXPECTATIONS
Making the students understand the importance of
rules.
Crystal clear communication with the students.
Establishing expectations inside the classroom.
Posting or sticking charts and props inside the
classroom.
45
ORGANIZING THE LESSONS
Focusing on thoughtful lesson planning.
Making the students understand the objectives of
the lesson plan.
Using and applying engagement strategies.
46
OPTIMIZE THE SEATING PLAN
The teacher himself or herself should organize
the seating arrangement. The children or students
may not be able to choose their apt position or
place in the classroom. Sitting beside the
friends can lead to distraction.
47
IGNORE ANY NEGATIVE BEHAVIOR
Ignoring or avoiding a negative behavior.
Quite challenging to ignore though.
Paying heed or entertaining any disturbing
behavior or response can actually pave a way for
the student to do so.
The student deliberately doing it will
automatically stop if no attention is paid
towards him or her.
48
USING AND APPLYING REMINDERS AND CUES
Letting know the students the various
technicalities of the learning system.
Reminding them constantly about their lesson plan
and academic structure.
Using frequent and eye contact for better and
strong communication.
49
FOLLOWING BEHAVIOR SPECIFIC PRAISE
No negative behavior or treatment from the
teachers side. Negative or rude behavior from
the teachers end can result in negative and
reluctant behavior and attitude from the
students end as well. Praising and reinforcing
the students according to their attitude,
behavior and response or performance.  
50
FOCUSING ON STRENGTHS
Identifying individual talents and
potential. Rectifying the negative features and
weakness of the students. Understanding as well
as analyzing individual behavior. Often helping
the students to recognize their own strengths and
talents, if they are unable to.
51
CONSTANT, STRONG AND ACTIVE SUPERVISION
Moving around the class and observing the
activeness of the children. Monitoring and
looking after the performance of the
students. Not only teaching but also approaching
the students positively in the learning
environment.
52
GREETING THE STUDENTS AT THE DOOR
Automatically or Naturally refreshes the mind of
the students. Fostering positive and active
interaction with the students. Cutting off all
the negativities from the mind of the students at
the beginning of the day. Getting to know the
students means getting to know and explore
various sides and aspects of them
53
USING RESEARCH-BASED CLASSROOM BEHAVIOR
MANAGEMENT IN THE CLASSROOM
Make all the students very engaged and involved
in the learning environment.
Managing and adjusting unfavorable behavior in an
inclusive education system.
54
MODERNIZE THE DISTRICT'S BEHAVIOR MANAGEMENT
WITH RESEARCH-BASED BEST-PRACTICES
Paying more attention and care to physically and
mentally challenged children. Able to handle
students with major, minor severities in terms of
health both physical and mental. Keeping a
track of the medical history of the students
easier for handling instant conditions.
55
CREATING ACTIVITIES THAT INCLUDE ALL STUDENTS
  • Encouraging and practicing inclusive education.
  • Uniqueness in diversity.
  • Proper teaching tools and kits should be adapted
    the teacher as well as the teacher should be well
    equipped.

56
VARIOUS ACTIVITIES FOR SPECIAL NEEDS CHILDREN
Only academics and bookish knowledge will not
help the children or students to grow and glow.
Be it special needs children or be it any type of
children for that matter.
Until and unless the students are engaged into
various tasks and activities, they will never be
able to engage or involve themselves into
practical knowledge and first-hand information.
57
VARIOUS ACTIVITIES FOR SPECIAL NEEDS CHILDREN
The various activities for behavior and classroom
management in special education are
Sports
Instrumental activities
Drawing, Painting, Visual Arts
Audio- Visual Mode
Theater and Cosplay
58
SPORTS
Analyzing carefully what kind of sports suit the
special needs children and then arranging or
organizing the game accordingly.
In fact, one specific game cannot suit one
particular group of children, so in that case
customized sport games or different types of
games should be arranged for the children.
The teacher and school authority needs to see
whether that particular sport activity suit the
children or not and then can go for it.
59
INSTRUMENTAL ACTIVITIES
Special needs children are very attached to music
and musical instruments. The very essence of
music and musical instruments attract the
specially abled students to a great extent. In
fact, some special needs children are very good
at playing different musical instruments.
60
DRAWING, PAINTING, VISUAL ARTS
Through drawing, painting and visual arts the
special needs children can learn a lot. In fact,
the teacher must also look into the matter that
these activities are not only fun activities fun
can be utilized as learning activities as well.
Through such creative activities the teacher can
actually deliver the learning content to the
students.
61
AUDIO- VISUAL MODE
The audio-visual mode attract the students to a
great extent. Through this medium not only
interesting extra-curricular activities can be
framed, but academic or educational items can
also be delivered. Via using this technique the
attention and interest level of the students are
automatically raised up.  
62
THEATER AND COSPLAY
Theater and Cosplay or Costume Play are extremely
interesting activities for the special needs
children. In fact, these are becoming more and
more popular in various schools and educational
centers as far as special needs students are
concerned. The special needs children learn and
venture into a lot via involving themselves into
such activities. They get to know or rather get a
chance to wear a variety of characters through
such activities.
63
CONCLUSION
Children with special needs come into our lives
leaving footprints on our hearts and we are never
the same.
Behavior and classroom management is one of the
most pivotal ingredient of the learning system.
Until and unless the trainer or teacher is able
to detect and analyze and evaluate the exact kind
of behavior of the children he or she wont be
able to manage the class full of students.
The first and the foremost thing is that the
special needs children or the specially abled
children need to identified. Their characteristic
features, disease, deficiencies or weakness.
64
CONCLUSION
Sometimes, even the greatest joy bring
challenge, and children with special needs
inspire a very special love.
Some children are easily identified as candidates
for special needs due to their medical history.
For example, they may have been diagnosed with a
genetic condition that is associated
with intellectual disability, may have various
forms of brain damage, may have a developmental
disorder, may have visual or hearing
disabilities, or other disabilities.
It totally depends on the trainer or teacher how
he or she utilizes various strategies and
techniques to manage the behavior and responses
of the students. After all, the special needs
children earnestly require the hands and support
system of the teachers to move ahead.
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