I need a paper on Classroom Management for Early Childhood Education

Unit One Reflection

For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.

Unit Two Reflection

The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.

•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.

•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.

Unit Three Reflection

During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.

Long Term goals were identified to assist the student with his behavior:

1) John will terminate temper tantrums and replace with controlled, respectful compliance with directions from authority figures.

2) John will bring hostile, defiant behaviors within socially acceptable standards.

Interventions that’s been identified for John has been successful thus far. John is learning and implements calming strategies as part of a new way to manage reactions to frustration and defiance. John will practice using new calming, communication, conflict resolution, and thinking skills.

The most effective intervention that I’ve used is instruction and role modeling to use assertive communication versus using physical and/or verbal aggression. The intervention is ongoing with addition to academic underachievement. Due to the student’s behavior, he’s not performing at his best. He’s now displaying disruptive attention seeking behaviors. An added intervention is assist the student to make a connection between unpleasant and negative emotions and annoying behaviors.

Unit Four Reflection

A common theme during Unit 3 was that effective instructors need to make adjustments or accommodations based on the learning needs of their learners–whether they are identified as having a learning disability or not.

Take some time to reflect on how you adjust your teaching style to meet the needs of each of your learners. Reflect on your learning’s in the course so far in the area of managing classroom inclusion and motivation. What ethical issues may be involved if an instructor does not make accommodations or modifications and instead takes a one-size-fits-all approach to instruction?

As a behavioral specialist I make recommendations for students that perform at a slower pace. Arrange for psycho educational testing to evaluate the presence of a learning disability and to determine whether the student is eligible to receive special education services. If the student is eligible for accommodations, according to Special Education Mandates/Law, the student must receive the appropriate level of services. If a student is performing at a very slow pace, under grade level, it’s important for school officials to gather psychosocial history information that includes developmental milestones and a family history of educational achievements and failures. It’s also recommended that parents seek privately contracted tutoring services. School counselors are also a vital resource to students, parents and school officials.

School counseling program is balanced if there is proactive prevention programming and reactive intervention, responsive, and treatment services. (Baker & Gerler, 2008). Counselors recognize that our educational system is being challenged by the increasing needs of today's students and the rising expectations of society. Effective school counseling programs are a collaborative effort among the counselors, other educators, and parents to create an environment which promotes student success. All students enter school with a unique set of needs. Staff and counselors value and respond to the diversity and individual differences in our society and communities. This comprehensive school counseling and guidance program helps to insure opportunities for all students to participate fully in the educational process.

School Counseling Program provides academic, personal/social, and career development counseling to assist students in their success in school, at home and in the community.

· The Program exists to provide advocacy for every student, developing and protecting their individuality in such issues as support their personal, social, career and educational growth.

· The Program is developmental and comprehensive, based on a planned, sequential curriculum of guidance activities designed to help children at all educational levels.

· The Program welcomes and promotes the involvement of school personnel, parents and community entities in collaborative efforts to help all children achieve high educational goals and to acquire skills that enhance lifelong learning.

· The Program provides developmental preventative, intervention and remedial services, incorporating flexibility and creativity to assist students in acquiring competency in education, social and career development skills.

· The Program is compatible with the Mission Statement and Goals of the Nampa School District, The American School Counselor Association Model for School Counseling Programs and The Idaho Comprehensive School Counseling Model.

· The Program provides a structure for regular process, perception and outcome evaluation.

· The Program provides opportunities for continuous refinement through systematic staff evaluation, staff development and the promotion of professional ethics. (Students-counseling, 2009)

References: Baker, B.B., & Gerler, E.R., Jr. (2008). School counseling for the twenty-first century (5th ed.). Upper

Saddle, New Jersey: Merrill Prentice Hall.