This paper “Planning Transitions to Prevent Challenging Behavior” is about a review of the article: “Teaching Children What We Want Them to Learn”. The paper summarizes the key points and compares and contrasts them with an emphasis on applying the concepts presented in the article…
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At first glance, the articles seem to be different in the kind of content and message that they are sending out to the intended audience. However, on closer look, one can comprehend that the thrust of both articles is about the ways in which teaching methods can be improved to make a difference in the way children are taught. Both articles talk about teachers making decisions in the daily interactions with their wards. The difference in the articles is the way in which each article suggests different methods to achieve the common goal of making the students understand what is being taught and how teachers can be role models for their students.
The article about “Teaching children what we want them to learn” concentrates on the different ways in which children pick up things from their teachers by looking up to them as role models as well as imbibing values and qualities from the teachers. The article makes the point about how kids at such a young age are impressionable and hence are prone to look up to their teachers in a manner similar to that they do with their parents and hence the teachers have to extra careful in the messages that they send to the students. These include verbal and non-verbal cues as well as the kind of lessons that the teachers pick for their children every day.
This article also mentions the subtle difference between the statements that express a reflective desire to inculcate learning in the children as opposed to expecting the children to learn better. For instance, there is a huge difference in taking personal responsibility as a teacher and ensuring that the children get to learn and think about the children as being responsible for their education. One is reflective (as mentioned above) and the other is reactive.
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The British Education system and the Department for Education of the United Kingdom have initiated many policies regarding challenging behaviour in the nation. In this essay, various current policies and theories underlying these policies will be analysed and critically evaluated.
According to the Mental Health Foundation, behavior incorporates the greatness of occurrence or the time that the individual’s bodily welfare or to other persons is probable to be threatened significantly.
Challenging behavior.The development of a child is characterized by many aspects which influence his life very much. The behavior of a child will vary in different circumstances, and the child will develop different in these circumstances. According to Lee2011, the behavior of a child is the simplest to control but once it gets out of hand, it may never be reinstated to normality.
Challenging Behavior Challenging behavior can be defined as culturally abnormal behavior of such force, regularity or extent that the wellbeing of the individual or others is expected to be in somber jeopardy, alternately, it can also be considered as behavior that is likely to acutely curtail use of, or result in the person being denied access to, ordinary community facilities (Emerson and Einfeld, 2010.p.8).
Living with the expectation that your job requirements, or the market forces impacting your business will never change is similar to being the proverbial ostrich with your head in the sand. You may not see what is going on, but your largest portion is hanging up in the wind, waiting for the next predator to come by and take a bite.
The Physical aspects for an individual is experiencing in irregularities in breathing, heart rate, appetite, muscles or digestive system. Mentally, he may experience depression; lack of sleep, headaches, irritability or feelings of being overwhelmed.
This poses a question regarding the exact nature of various elements of the cognition used in the developmental process and their pedagogic elements on behavior therapy. Thus, in pedagogical context, the designers and therapists may focus on these components as an end when providing a certain level of motivation through their material.
Some of the problems observed in children with autism include self-injury, pica, property destruction, tantrums, stereotypy, and physical aggression (American Psychiatric Association, 2000). The behaviors can disrupt community, home environment,
The training is grounded on the youth participants getting real life beneficial relationships from concerned parties. The concerned parties include the classmates, program mates, tutors, and other positive youth program mentors. Similarly, the youth participants learn
such focus using his own unique blend of devices so that a reader focuses on particular themes, the messages, and particular characters in the story.
The first device Roger Starr uses to create focus is repetition of key phrases and terms. Such redundancy creates a sense of
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