Friday, February 10, 2012
Ch.1 Family Violence: A Problem of Epidemic Proportions
"Misbehaviors are within a child's control and they can choose how they wish to behave (Watson & Westby, 2003). This is not always the case for traumatized children. Their apparent "opposition/defiance, agression, emotional disengagment, and avoidance of responsibility" are often produced by traumatic stress reactions over which they have little control (Henry, Sloane & Blake-Pond, 2007). As a result, using consequences to achieve compliance with school or classroom rules is seldom effective, and may in fact, escalate negative behaviors when children are unable to comply for reasons neither they nor their teacher understand."
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I could definitely relate to the passage describing "aggressive, acting-out behaviors, whereas others, overwhelmed by fear and loss, become unresponsive and disconnected from themselves and other people"(5). When I student-taught, I had issues with the pacing of my instruction. I was, and still am, too slow with pacing. When I was rehearsing middle school band, I usually spent too much time isolating and fixing problems with individuals. Some students, who were not as receptive to critique, would either become extremely defensive or would just "shut down". It makes me wonder if those students viewed me as an adversary or an obstacle preventing them from a good grade, rather than as a guide.
ReplyDeleteNeedless to say, the passage on p. 13 that talked about "patterned, repetitive sensory input, such as music, dance, deep breathing, or drumming..." definitely piqued my interest. I was talking to my mentor a couple of weeks ago, and he mentioned that incorporating more activities with movement has helped him manage his classroom more easily. As an addendum, he told me to try to introduce "old favorites" that the children really enjoy.
I think the ideas sound really good. Definitely keeping students involved and active in instruction helps students remain on task and reduces behavior issues.
DeleteAmy G.- Chapter 1 I think is talking about keeping the classroom environment a safe and caring place for all students. When these needs are met, then learning can happen to it's full potential. However, with that said, the circumstances that happen in the home are out of our control. Each day is a delicate balance between meeting the student's needs so that they can learn all the required academics. I struggle with the fine line of helping and enabling. What do you guys think?
ReplyDeleteI know this is an older post, but I agree with you, Amy. I feel very unsure about when I am scaffolding skills (life or academic) and when I am just enabling an unproductive habit. I think Jacob mentioned in one of his posts the importance of giving kids the vocabulary to talk about what they are experiencing - even if it seems too sophisticated for their understanding. It seems like the reason they don't understand it is because noone has ever stopped to tell them or give them the words to use to express themselves. In my limited experience, so far, I have witnessed children listening to the words and then using them to try to improve how they behave. I really appreciate hearing that you have observed this as well and that we can make a difference, even if it is just a small one.
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