Portfolio Resource for EBDIntroductionTeachers are often co.docx
- 1. Portfolio: Resource for EBD Introduction Teachers are often considered some of the most influential people in an individual's life. Teachers can have a profound effect on their students, both academically and personally. A teacher's warmth, encouragement, and caring approach demonstrate respect for students. Students remember their teacher's compassion or lack of compassion throughout their lives. Students may perceive teachers as unfair, controlling or mean, even to the point of intentionally embarrassing each student. It is this type of teacher that makes students vow that they will never treat someone else like that, especially a child. Teachers take all their prior experiences and beliefs into their classrooms (Pajares, 1992). According to Dilts (1999), beliefs are "judgments and evaluations made about oneself, others, and the world." These beliefs are generalizations one takes to the classroom about the causation or the meaning of student learning, behaviors, and social skills. Teachers must be aware of their beliefs before they enter the classroom, as beliefs influence classroom management, student evaluations, and teaching performance (Pajares). Beliefs and generalizations provide the underpinnings of how teachers view their classrooms and the role they will play within the educational environment. Teachers need to enter the classroom with a belief that all students learn differently, at different rates, and in different timeframes. Some students will be interested in some topics while others will not. Patience and the belief that all students can learn in their own personal ways and timeframes will help teachers stay engaged and encouraged in the classroom. Differences
- 2. There is a common misconception in educational settings that people learn best by teachers simply providing information and students writing the information down with paper and pencil. Today, there is a plethora of research that disputes this belief because knowledge is a constructive process (Hegland & Andre, 1992). Learning is about many more things than just academics. Classrooms are social environments where students take part in experiential learning, knowledge exchange, and rote memorization. Teachers have a diverse set of skills, information, and knowledge, but the many demands of the educational environment leave them pressed for time. Teachers today cannot always wait for individuals to process information in their own time. Differences should be celebrated, but too many times people are stigmatized and segregated due to these differences. Teams The more severe students with EBD may have to be separated from the mainstream more often in order to help ensure their safety and the safety of others. However, the goal needs to be for them to learn how to survive in society without being segregated. The earlier the special education team can use interventions, the better the prognosis for success and eventual independence for the student. When a team develops an individualized education plan (IEP), the goal is for student success. Unfortunately, sometimes interventions are not successful due to the attitude of individual team members. There are often conflicts due to areas of supposed expertise and beliefs that interfere with the goal of student achievement. The issues can be as simple as a meeting causing an inconvenience to one teacher or team member. Prevailing attitudes also lurk − teachers may believe that they did not go to school to teach those kinds of students. Therefore, the progress can be very slow due to team members and not just the student. Inclusion
- 3. The current trend is inclusion, and sometimes it is possible but blocked due to the attitudes and decisions of administrators, other team members, or the behaviors of the students. Often, teachers and administrators cannot be empathetic and have a limited understanding of special needs students. Some teachers and administrators may have the cursory theoretical foundation but not enough experience. The team needs to be open to ideas from all members, parents, and children and prioritize the child without overriding restrictions due to assessment reports, facts, and figures, as well as their personal attitudes. Regardless of why a student is placed into a special education program, the student may be aware of a society's stereotype about special needs children. Stereotypes such as the child is born stupid, special education kids are slow learners, or they cannot learn are unfounded and can lead to emotional problems. These children are often given a diagnosis of EBD, yet may have a genius IQ. Student achievement should not be based on IQ or assessment scores. Conclusion EBD teachers are in great demand in school districts but these teachers are at higher risk for burnout. When teachers are placed in high severity districts and classrooms, tenure is short−4-5 years maximum (Larwood & Page, 2004). Some educators last over a decade and have a few secrets to share. The first tip is for teachers to create a positive environment, a healthy place for them to retreat. Teachers must take care of themselves before they can take care of others, specifically their students. It is a skill to learn to leave work behind; stress is cumulative and causes health problems in the long term. Teachers always need to remember why they began teaching in the first place. Hobbies, friends, and family are good ways to leave the classroom behind and focus on building positive relationships. A good tool is to take notes, writing down anything important to remember, goals or tasks that need to be accomplished, and any other issues that are work-specific.
- 4. Developing networks of professionals will help teachers have a safe place to debrief after a particular issue has been resolved or to give professional feedback. References Dilts, R. B. (1999). Sleight of mouth: The magic of conversational belief change. Capitola, CA: Meta Publications. Hegland, S., & Andre, T. (1992). Helping learners construct knowledge. Journal of Educational Psychology, 91, 684-689. Larwood, L., & Paje, V. (2009, Fall). Teacher stress and burnout in deaf education. Academic Exchange Quarterly. Retrieved April 23, 2009, from http://findarticles.com/p/articles/mi_hb3325/is_3_8/ai_n291444 28/. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. Top of Form 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 70.0 %Content
- 5. 40.0 %Reflective Evaluation Analysis of the assignment criteria is not outlined or outlined poorly. Ignores or superficially evaluates the assignment criteria. Draws unwarranted or fallacious conclusions. Surface level of evaluation of the assignment criteria is offered. Claims and ideas of the criteria are supported. Analysis is direct, competent, and appropriate of the assignment criteria. Thoughtfully analyzes and evaluates major points of the assignment criteria. Draws warranted, judicious, nonfallacious conclusions. Information and evidence are accurate and appropriate. 30.0 %Professional Presentation (PowerPoint, workshop or video) The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text and small font point sizes, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy-to-read, but in a few places, the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. The layout background and text complement each other and enables the content to be easily read. The fonts are easy-to-read and point size varies appropriately for readings and text. The layout is visually pleasing and contributes to the overall
- 6. message with appropriate use of headings, subheadings and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. 20.0 %Organization and Effectiveness 7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. 8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument supports the purpose logically but not thoroughly. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a
- 7. distinctive and compelling manner. All sources are authoritative. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is used. There are virtually no errors in formatting style. All format elements are correct. 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as
- 8. appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. 100 %Total Weightage Bottom of Form Lecture Note 1. Lecture 8 Read Lecture 8. Lecture 8 0 e-Library Resource 1. Executive Summary of the Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators Read "Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators," by Ellis, Worthington, and Larkin, from Executive Summary, Technical Report No. 6, NCITE Research Synthesis: Reading and Diverse
- 9. Learners (1994). http://library.gcu.edu:2048/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=eric&AN=ED386854&loginpage= Login.asp&site=ehost-live&scope=site 2. Using Computers to Initiate Learning for Students with Severe Behavior Problems Read the excerpt from "Using computers to initiate learning for students with severe behavior problems," by Reganick, from T H E Journal (1994). http://library.gcu.edu:2048/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=a9h&AN=9501235198&loginpage =Login.asp&site=ehost-live&scope=site