Every classroom has their challenges, especially for up and
coming teachers. Classroom management has been one of my main goals this
semester to better myself on and learn more about. But how does one learn to
manage an emotion disorder when they’re still learning the basics of classroom
management as well?
It can be easy at times to tell when students play off a
disability versus when they are seriously in need of help. But other times it’s a lot more difficult to separate
the two. This is the case in one of my classrooms right now. My CT and I, along
with one of the school counselors, are attempting to figure out just what is
going on with a certain student. This student is acting quite similar to how
they treated my CT at the beginning of the school year, but at the same time
this student is suddenly utilizing the “calm down” classroom where they hadn’t
before. The student is coming into the classroom and immediately shutting down and
asking to leave in accordance to their IEP. Is it that having two figures of
authority is too much, when we both try to get the student to stay on task? Is
it the fact that the student just started opening up to the CT in January, when
I came and interrupted the student’s frame of mind and security with the
change? The student and I have had several good chats together but is overly
guarded (with many other teachers, as well, I have learned). As I mentioned
last post: change is difficult for many of my students. Almost all have begun
to adjust and see me as their teacher by now. However, this particular student
with ED is posing an interesting challenge to my learning and ability to apply
my knowledge in the classroom settings. And I must admit: it’s much harder than
it seems. Thankfully I have an amazing CT and staff at the school to try and
work together to get a transition plan into gear. I’m also going to try and
have a personal chat next class with the student, as that’s often hard to do
when I’m in charge of managing the entire classroom. It’s a hard learning
experience, and it’s been frustrating at times, but I’m thankful that I get
this opportunity now while I’m still having support. Our goal is to try and get
on the same page as the student, and to come to an understanding that both of us
can agree upon (in terms of going to the calm down room, signals perhaps, and
trying to identify true anger issues versus the choice to not listen).
On another note, I have the link to the website I mentioned
last post! It’s a great resource, and the freshmen really seemed to enjoy using
it with their Holocaust project! Be sure to check it out here at big huge labs!
I can identify with this frustration. I have worked as a special education para for six years prior to these last two semesters. I, like you, are working with students who can be frustrating. They close themselves off, try to keep the anger from exploding and then worry about attracting more attention from their peers.
ReplyDeleteI try to focus on the positive and reward small steps. If you can give that student advance questions, so when you call on them they know they have the correct answer, will help to boost their confidence and minimize negative backlash.
Another suggestion is to view that student in other classes. If you aren't delivering the content it should allow you to see what works and what doesn't. Ask your CT to allow you to observe this student around different students and teachers. In these other classes how are the questions structured? What is the classroom atmosphere? What about the classroom affects their behavior? I have found when I get to see them having successful learning and behavior I can work to foster that same environment.
Another method is to ask other students did they eat breakfast, how was their weekend, what are they going to plan for spring break? This blanket question might encourage small facts about this student to be revealed. By asking everyone, this student shouldn't feel they are being singled out.
I believe if this student does have a disability, choose a seating arrangement that will allow the higher functioning students to help this student out. Sometimes having students help their struggling peers makes it less obvious and will allow you to get to know this student on a more social basis rather than by content only.
I know these behaviors are difficult to figure out, let alone recover from, but give it time. You can't always know a huge amount of details that contribute to the behaviors but you can figure out the details that happen in your room and modify, modify, modify until it's fixed. Wish you the best of luck, you'll figure it out!