Promoting Student Learning
Strategies for promoting collaboration in special education
"The term "classroom management" is often used to refer to behavior modification or discipline only — and for good reason. Classroom management, on its surface, is primarily about establishing guidelines for behavior and making sure that those guidelines are followed. But most educators are not interested in good behavior just for behavior’s sake. Good behavior is important for creating an environment where student learning will take place.
Good behavior is a necessary condition for learning, but by itself, it is not sufficient. When an educator begins to go beyond performing behavior modification to include strategies that promote learning, that educator begins to practice true "classroom management." This broader concept of classroom management includes, among other things"
- how we arrange classroom space
- how we present our " teaching self" in that space and
- how we expect students to demonstrate that they have learned what we wanted them to learn
· By using two or more formats (e.g. oral and handout), you increase your access to different ways students are able to receive information.
· Negotiation is a good way to prove that there is mutual respect, but set reasonable limits about what you're willing — and not willing — to compromise, and don't let students waste valuable class time trying to see what you'll let them wrangle from a negotiation. Make the time window for negotiations "short and sweet."
“Teachers need to interact with others in various ways to meet needs of the students in their classroom. Teachers often need to turnt to others for assistance when dealing with student behavior problems, reading or language problems, media and instructional strategies and numerous other issues. The follow are reasons why teacher collaboration is so important : (Burden/Byrd, 2006 pg 335)
· To meet the needs of students
· To improve professional competence by engaging in professional development activites
· To provide leadership when addressing a school improvement issue.
“Students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflictual relationships. If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn” (Kaufman-Rimm, PHD,VVA)
· Teachers interact in a responsive and respectful manner.
· Teachers offer students help (e.g., answering questions in timely manner, offering support that matches the children's needs) in achieving academic and social objectives.
Members of strong families are devoted to the well-being and happiness of the other members. They value family unity. Commitment serves as a firm foundation for strong family relationships. This means that:
The family comes first.
Work responsibilities come second.
Each family member is precious.
Bad times do not destroy relationships.
There is sexual faithfulness to the marriage partner.
Forgiveness is readily available.
Priorities must be established.
Some sacrifices must be made.
Some common goals must be shared.
Traditions are established and cherished.
Love is conditional.
Some students need to know someone cares about them and is consistent in their lives as too many don't get this at home. Jackie Swift says it's time schools recognized the educational value of supporting and retaining long term staff that can really be there.
1. Teacher/ staff support
Promoting community relationships involves more than just knowing enough about local providers and agencies to make referrals, however. Individuals and families are formed by the communities in which they live, whether providers and
Agencies to make referrals, those communities are defined by race, ethnicity, socioeconomics, or life styles. Learning about these communities and understanding their cultures are key making successful links between families and the services they need and to promoting the health and well- being of children and families.
- Community that gives services and resources to the family
- Community that supports and does fundraiser for the family