Specific praise for students with disabilities PDF

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Draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom....

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ENCOURAGEMENT STRATEGIES TO INCREASE POSITIVE STUDENT BEHAVIOR

Ronnie G Carlwell Jr July 28, 2021

Teachers need different ways to keep students engaged in the learning environment now days we use incentives or rewards to get when they accomplish a goal they reach. But what are we doing to help those students who are struggle with challenging behaviors in the classroom during class or group instruction? In this essay I will break down and provide examples and strategies that can be used to help motivate all students in any learning environment. We will being with specific praise, choice making, effective group contingencies, contingent instructions, and end with time-out. specific praise-” Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior”[ CITATION Chr21 \l 1033 ]. Take a student that might have behavior issues and refuses to follow any directions, you can give him praises when you notice they are following directions then you should Acknowledge your student for making the effort to do what you asked of them. But you must be willing and able to continue working with them to help them develop effective strategies to overcome their obstacles.

choice making- “Choice-making is a strategy that enables students to select from a number of options. It can be used both to prevent behavior problems and to increase specific behaviors” (Curran, 2021). Giving students the option to choose which activities they specifically want to participate in can go a long way in the classroom for most students. Being given a choice weather to do math or reading if you are bad in math, you’re going to do reading. effective group contingencies- “group contingencies in the classroom involves setting a common behavioral expectation for an entire class or groups of students and then providing a common positive outcome when the students engage in the expected behavior”[ CITATION Str21 \l 1033 ]. If I put all the students into groups and give a directive to follow with a reward once I see that all the students have meet that directive I can then add to the directive and increase the reward. contingent instructions- “Contingent instructions are specific directions given to an individual student to cease an undesired behavior and to engage in a more appropriate alternative” (Curran, 2021). The purpose of this instruction is to helps students understand they did something wrong, and they can improve their behavior and response to a command. time-out. – A time out is not always about discipline sometimes you need a time out from a situation or a student. Walking away so you don’t say anything negative to the student or staff member can go a long way “It’s hard to keep your cool when kids take their frustration out on you”[ CITATION Ama211 \l 1033 ]. We don’t know what our may be going on at home or in their personal life so when a student is upset, they might lash out at you because they know their only source of calm. Once it’s all over the student may come back and apologize for their actions.

When we look at the strategies, they all have a different meaning to the effect they can have in the learning environment. Specific praise, choice making, effective group contingencies and contingent instructions can all be used as a form of motivation for students to in and out of the classroom. Time-out is more a regulation that should only be used in a time of need to rest or clam down from a situation. The only problem that I can see coming from using choice making is some students will avoid doing their work and when it comes time for mid-terms or report cards and the student is now failing, they can use this as a reason why. They can tell their parents I have a choice of what work I do daily, and I don’t like math, so I skip it. This will be a major problem that you will have to answer for it will become a big issue to was this explained properly. Deciding how to address a student who is disrupting the learning environment is never an easy thing to do. As a teacher you must decide when to address the student and how you are going to go about so that you can keep the other students engaged. Fist you must identify who the student is that is causing the problem in the class. Second you can give them a verbal redirection waring that they need to stop. If the behavior continues if you have a paraprofessional, they should start to redirect the student so that you can continue with the lesson. If the behavior continues to go on the student should be asked to leave the classroom or go to the refocus corner and get there self together. In conclusion teachers should always have a way to respond students’ negative behavior in the classroom while keeping the others engaged. We broke down specific praise, choice making, effective group contingencies, contingent instructions, and time-out and gave examples to how we can implement these into the classroom to assist us daily. The information proved should be apart of your everyday teaching resource as a form of engagement for the students.

References Curran, C. M. (2021, July 26). Encouraging Appropriate Behavior. Retrieved from iris.peabody.vanderbilt.edu: http://iris.peabody.vanderbilt.edu/wpcontent/uploads/pdf_case_studies/ics_encappbeh.pdf#:~:text=Criterion-specific%20rewards %20can%20be%20used%20as%20part%20of,target%20behavior%28s%29%20at%20a%20set %20level%20of%20performance. Morin, A. (2021, July 28). 9 ways to show empathy when your child is struggling. Retrieved from Understood: https://www.understood.org/articles/en/9-ways-to-show-empathy-when-yourchild-is-struggling Strategy: Using Group Contingencies. (2021, July 28). Retrieved from The classroom check-up: https://www.classroomcheckup.org/using-group-contingencies/#:~:text=There%20are%20five %20elements%20to%20creating%20an%20effective,necessary%2C%20until%20behavior %20improvement%20goals%20are%20met%20....