Maintaining a classroom environment that is conducive to
learning is a crucial component in the impact a teacher can have on their
students. I would arrange my elementary special education classroom seating in
groups. I would put four desks together
in a group, with two desks facing two others.
Each group would have their own activity box that includes children’s
scissors, markers, pencils, crayons, and counting chips. My classroom colors would be vibrant and
inviting, but the walls would be organized to provide minimal distraction. The only wall displays would be current
activities that the students are participating in. The environment would allow
me to move freely around the room, interact with the students, and monitor
their work and behavior. I would allow for open communication in my classroom,
discussing progression with students on a regular basis. I would consistently observe
how my students interact in the environment and adjust things accordingly, as
to always strive to keep my classroom a “safe place”.
My CSEL Elementary Case Study will draw from a social
cognitive perspective. My student, Lisa,
gets angry with the other students in her small group if she does not get the
job she wants. She also refused to do
her part.
In response, I will first remove Lisa from the group and
provide her an individual task that is significantly less exciting. I would
breakdown the importance of the role assigned to her in the group, and advise
her that her group will be at a disadvantage without her participation. I would inform her that assuming
responsibility for her very important role in the group is necessary to
continue working with her peers. I would
then provide that she is to sit alone and work on her task, while the rest of
the class works in their groups. I would
then provide that if SHE decides that she wants to go back to her group and
resume her assigned role, she may discuss it with me.
This provides a sense of ownership for her role and allows
Lisa to feel as if she is making the decision.
I did the same case study, and I think that removing Lisa from the group first off may not be the best option. We want students to be able to work together. Lisa may want attention and she may want to be able to be alone all the time, so removing her may be reinforcing the bad behavior. I would first try strategies that might help Lisa to be able to work with her peers before I would try removing her from the situation.
ReplyDeleteI do agree with you, if she presents typical behaviors that beg for seclusion from her peers. I was looking at it as it being a privilege to work in a group. I will definitely consider some additional strategies within the group.
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