Classroom Management Philosophy
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Classroom
management considerations are the key to successful inclusion. Establishing an environment that meets the requirements
of special needs students within the general education setting and promotes
equality can often be difficult. The
initial step in classroom management is to establish the behavioral
expectations of the students. This
should be done with the students to create a sense of ownership for student
behavior based on his or her expectations.
Understanding that children are academically and socially different, discretion
must be employed concerning establishing classroom expectations as fair doesn’t
necessarily mean equal. These
expectations should be based on the primary rules found in all classrooms, such
as raise hand, speaking when called on, working quietly, respecting others,
keeping hands to yourself, assisting peers, and be considerate. Mirroring the behavioral expectations between
classrooms provides consistency throughout the school and maintains the
expectations of all teachers, providing continuity as students’ transition. All rules that have been established by the
students should be hung in the room as a visual reminder and a resource for
students; you may want to have each student sign a contract agreeing to follow
those rules to encourage ownership.
Classroom management in an inclusive setting should focus on building social and academic outcomes for children. Friendship should be encouraged through the facilitation of incorporated activities between all peers. Friendship can be promoted through the inclusive practices of selecting activities that involve cooperation and collaboration, encouraging scaffolding techniques through diverse work groups, and using literature that promotes friendship and belonging. Requirements should be established where students take turns and are prohibited to exclude children from activities.
Collaboration between teachers, particularly when implementing co-teaching should be established for planning lessons, teaching, and supporting students. Establishing the roles of teachers in a collaborative teaching model takes careful planning and can be time consuming. Developing a school wide model supported by the administration that establishes rules and responsibilities pertaining to collaboration will reduce concerns over logistics like planning, teaching styles, scheduling, and resource allocation. Teachers should also be provided with designated time for co-planning to reflect and identify the needs of all students within the classroom. Training also has be provided for teachers in inclusive settings to understand effectively and implement strategies that cater to the needs of students with special needs in coordination with the general education lesson implementation.
Positive behavioral supports should be used within inclusive classrooms. Positive supports can be used in achieving important and meaningful behavioral changes. Students should be provided with interventions that focus on preventative and proactive approaches to behavioral adjustments. Using alternatives to punishment through behavior modifications that focus on the positive allows students to be identified by exemplifying appropriate behaviors while giving no attention to the students acting inappropriately. Rewards, such as “Caught Bee-ing Good” certificates, encourages students to act appropriately while satisfying an intrinsic need to be recognized among their peers for doing the right thing. This program should also be implemented throughout the school requiring all teachers to recognize students behaving appropriately, in turn encouraging others to model the same behaviors.
Modifications for students with special needs are an important aspect of inclusion. Identifying the needs of these students will assist in accommodating their presence within the room, providing an equal opportunity for them to participate and navigate within their area. Modifications for special needs students can vary depending on the disability. Appropriately identifying modifications through the collaboration of special education instructors, service providers, and IEPs will efficiently provide the teacher with for effective implementation. Modifications can be academic, environmental, or both depending on the student’s ability. Academic modifications may come in the form of a reduced workload, frequent breaks, or lessons that cater to a lower cognitive ability than the rest of the class. Environmental accommodations may include wider aisles in the classroom for easier navigation, a relaxation area during times of emotional escalations, or special room lighting.
Each of the listed classroom management considerations provides opportunity for students with special needs to easily assimilate themselves into an inclusive classroom environment. With collaboration and flexibility on part of the teacher(s), integration for all students can effectively be implemented to achieve academic and social success.
Classroom management in an inclusive setting should focus on building social and academic outcomes for children. Friendship should be encouraged through the facilitation of incorporated activities between all peers. Friendship can be promoted through the inclusive practices of selecting activities that involve cooperation and collaboration, encouraging scaffolding techniques through diverse work groups, and using literature that promotes friendship and belonging. Requirements should be established where students take turns and are prohibited to exclude children from activities.
Collaboration between teachers, particularly when implementing co-teaching should be established for planning lessons, teaching, and supporting students. Establishing the roles of teachers in a collaborative teaching model takes careful planning and can be time consuming. Developing a school wide model supported by the administration that establishes rules and responsibilities pertaining to collaboration will reduce concerns over logistics like planning, teaching styles, scheduling, and resource allocation. Teachers should also be provided with designated time for co-planning to reflect and identify the needs of all students within the classroom. Training also has be provided for teachers in inclusive settings to understand effectively and implement strategies that cater to the needs of students with special needs in coordination with the general education lesson implementation.
Positive behavioral supports should be used within inclusive classrooms. Positive supports can be used in achieving important and meaningful behavioral changes. Students should be provided with interventions that focus on preventative and proactive approaches to behavioral adjustments. Using alternatives to punishment through behavior modifications that focus on the positive allows students to be identified by exemplifying appropriate behaviors while giving no attention to the students acting inappropriately. Rewards, such as “Caught Bee-ing Good” certificates, encourages students to act appropriately while satisfying an intrinsic need to be recognized among their peers for doing the right thing. This program should also be implemented throughout the school requiring all teachers to recognize students behaving appropriately, in turn encouraging others to model the same behaviors.
Modifications for students with special needs are an important aspect of inclusion. Identifying the needs of these students will assist in accommodating their presence within the room, providing an equal opportunity for them to participate and navigate within their area. Modifications for special needs students can vary depending on the disability. Appropriately identifying modifications through the collaboration of special education instructors, service providers, and IEPs will efficiently provide the teacher with for effective implementation. Modifications can be academic, environmental, or both depending on the student’s ability. Academic modifications may come in the form of a reduced workload, frequent breaks, or lessons that cater to a lower cognitive ability than the rest of the class. Environmental accommodations may include wider aisles in the classroom for easier navigation, a relaxation area during times of emotional escalations, or special room lighting.
Each of the listed classroom management considerations provides opportunity for students with special needs to easily assimilate themselves into an inclusive classroom environment. With collaboration and flexibility on part of the teacher(s), integration for all students can effectively be implemented to achieve academic and social success.