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Discuss about Plan for Positive Behavior Supports for School-Wide.

Positive behavior supports are significant to the life of every student or learner during their school life. Positive behavior support is described as a process where an individual understands and resolves the problem of children’s behavior established on empirical research as well as values. This process enables a person to come up with an understanding that answers why a child indulges in problem behavior, and help a person to develop strategies necessary for prevention of problem behavior and teach a child new skills.  Further, with positive behavior support, it becomes easy to manage tantrums, aggression, property destruction as well as social withdrawal.

A classroom with physically disabled and able-bodied children aged between 3-5, is not easy to manage. The physically challenged children have no hearing, and seeing problems.  There physical challenges are minor. These are young children-girls and boys, from different backgrounds meeting each other in a classroom, to seek education. Also, the upbringing of these children is absolutely different (Sugai & Horner, 2002). In this case, a teacher would always have a task of managing the behavior of these children, and teach them good skills that can enable them stay together peacefully without any sign of aggression or tantrums.

Nevertheless, as a classroom teacher, it is fundamental that one develops a positive behavior support plan that can help them manage their class properly. Proper Classroom Management would require that a classroom teacher prepares for the school year to deal with bullying and forge relationships with administrators, and learners. In this case, since these is a class that has some children with physical problems, developing goals, resources, strategies, and other activities would help inculcate positive behaviors into these learners. 

The goals intended in this positive behavior supportis to:

Build a positive behavior support team.  To build this team, key stakeholders should be at the center of a child’s life.  In this situation, as a classroom teacher, an individual would be required to involve other staff members to help in developing, implementing, and monitoring a child’s support program.

Whenever a conduct support group is build up, the following queries must be raised: Who is the key stakeholders and persons in the child’s aliveness? Why teaming up is a PBS’s important component for the children, what does one require to perform to make it a prosperous co-operative get through which can advantage the family and child? How to encourage engagement of all team members and the family and in the conduct support programming procedure? Nevertheless, these questions shall be handled as follows:

Strategies

The main stakeholders and individuals in the child’s life

Potency team members would entail anybody who a classroom educator understands and knows the child comfortably and will participate in the behavior support program. In this, guardians, question, parents, families as well as teachers shall be a key team that would be able to interact with the learners in their natural environments. These team members would be encouraged to develop a behavior support plan that can be utilized across environments.  Therefore, as a classroom teacher, it would vital to ensure that there is cooperation between children and the aforementioned team. It should be noted that parents and families, play crucial roles in developing positive behaviors among children that is why I find it indispensable to involve them.

Why teaming up is an important component of PBS in the child

Co-operative teaming is established on the concept that the entire team members participates in implementing, developing, and monitoring the behavior support program. If the family is involved in the process from the start, and are encouraged to participate in the PBS program from operational assessment to the execution of a plan, they are more probably to recognize and accept the support program as well as carry out the plan with faithfulness. Moreover, the parents can be able to learn as well as see behavior as significant and formulate support techniques as their children relocates to newest settings where they are supposed to share resources and embrace togetherness. Therefore, my plan for PBS demands that parents or family educate their children fresh skills in case of challenge behavior (United Nations, 2006). The parents should teach, to love one another, and accept the people they shall be sharing with a classroom with, without discriminating against them.

To end discrimination, and enhance brotherhood. As mentioned earlier, my classroom is made up of disabled and able-bodied learners. The differences in terms of physical appearance, in all probability, would lead to discrimination among my learners.  In order to end this discrimination, I would emphasize on how people are wonderfully and beautifully made to make them believe that even if their classmates are born with disabilities they are still beautiful and they should be assisted where necessary, because they are the children of God. In addition, I would task parents or families to teach their children about love, care, and tolerance (United Nations, 2006).  As a result, the children shall be looking at their physically challenged friends as good people that deserve their love.

Recommendation

I would address the issue of disabilities painstakingly, and ensure that all the school stakeholders, especially my colleagues understand that all people with disabilities are supposed to access education without any sort of discrimination. This effort would ensure that those with challenges are loved, cared for and well attended to.  Consequently, these children would be able to enjoy their school life only with love for each other.

The strategies address the teaming up with other teachers and parents to succeed PBS.  The strategies also seek to enhance person-centered planning.

To achieve a collaborative experience that would succeed the PBS process, it is important to ensure that all the team members are significantly involved in the PBS process.  Therefore, there would be need for good leadership from the classroom teacher.  It is the duty of the classroom teacher to ensure that there is teaching in the natural setting, goal setting, , taking merit of family strongholds, progress supervising, as well as direct involvement of the family. Therefore, the following strategies shall be used to gain collaborative efforts among main stakeholders to succeed the PBS process.

Building Affinity and Esteem for the Individual- the team needs to develop a relationship with the team of the child. Making this association relies on creating and acknowledging strongholds of the whole team. Respect and rapport and entails demonstrating the awareness of the kinetics in the differents conditions of a kid, by utilizing simpleton language and recognize different suggestions. Demonstrating esteem for many cultures and knowing about the other team occupants for input can urge developing and firming a reasonable teaming interaction.

Being Sensitive to the Context- The team should know the extensive ecology of the educational environment as well as home. However, the dedication to developing change and growth. The Team needs to be aware of change and growth. Change and growth may entail a learning curve for the entire team. It requires to be allocated the time to plan new knowledge and develop their eloquence at utilizing this model. Therefore, these attempts aim at helping the kids learn other skills from the individuals who may be relating with them.

Nevertheless, person-centered planning brings the team together to discuss the vision and dreams for the child. Hence, this step would ensure that all the people involved in teaching positive behavior support, setting a vision and dreams that would focus the children’s thoughts on success, and good behavior (Corrigan, 2014).

Further, to assess the functional behavior of the children would be another essential activity that I will not miss.  Assessment of the functional behavior of children can be done in various ways like: observation, where as a classroom teacher, I shall monitor the behavior of my learners, and correct them immediately when they blunder (Cipani & Schock, 2011).

A classroom teacher should foster collaboration among parents, teachers and other stakeholders in order to achieve positive behavior support.

All teachers should monitor the behavior of children and collaborate with the learners’ a classroom teacher in correcting and teaching children positive behavior.

Parents should also know that the ultimate responsibility of nurturing positive behavior among children lies in their hands since they are the ones who shall be spending most of their time with their children.

Conclusion

All in all, to have a successful classroom management it is important a teacher works closely with other stakeholders.  For instance, parents are likely to spend their limited time with their children, and whey staying together, they should take time to observe the behavior of their children and correct them whenever they go wrong. Therefore, my positive behavior support seeks to use collaborative relationship to help improve the behavior of children.  At school, a classroom teacher should be able to cooperate with other teachers to help improve children’s behavior.

References

Carter, M., Clayton, M., & Stephenson, J. (2006). Students with severe challenging behaviour in regular classrooms: prevalence and characteristics. Australian Journal of

Guidance & Counseling, 16, 189-209.

Cipani, E., & Schock, K. (2011). Chapter 1: Basic concepts and principles. Functional Behavioural Assessment, Diagnosis, and Treatment: A Complete System for Education and mental Health Settings.(2nd Edition). New York: Springer Publishing.

Corrigan, E. (2014) Person centred planning ‘in action’: exploring the use of person centred planning in supporting young people's transition and re-integration to mainstream education. British Journal of Special Education, 41, 268–288.

Crone, D., Hawken, L., & Horner, R. (2015). Chapter 4: Designing a behaviour support plan. Building Positive Behavior Support Systems in Schools, Second Edition. Guildford Press.

Gage, N., Sugai, G., Lewis, T., & Brzozowy, S. (2015). Academic achievement and school-wide positive behaviour supports. Journal of Disability Policy Studies, 25, 199-209.

Horner, R, Sugai, G and Others (2009) A Randmonized, Wait-list Controlled Effectiveness Trial Assessing School-Wide Positive Behaviour Support in

Elementary Schools. Journal of Positive Behaviour Interventations, 11, 133-144.

McAtee, M., Carr, E. G., & Schulte, C. (2004). A contextual assessment inventory for problem behaviour: Initial development.  Journal of Positive Behavior Interventions, 6, 148-165.

Nankervis, K. (2006). Planning for support. In I. Dempsey and K. Nankervis (Eds).

Community Disability Services: An Evidence-Based Approach. (pp 110-144). Sydney: UNSW Press.

Sugai, G., & Horner, R. (2002). The evolution of discipline practices: school-wide positive behaviour supports. Child & Family Behavior Therapy, 24, 23-50.

Sack, G., & Kern. L. (2008). A comparison of quality of life variables for students with emotional and behavioural disorder, and students without disabilities. Journal of Behavioral Education, 17, 111-127.

Taylor-Brown, M. (2012) ‘How did young people identified as presenting with social, emotional and behavioural difficulties experience a person-centred transition review

 meeting?’, Educational and Child Psychology, 29, 54–66.

United Nations (2006). Article 24. Convention on the rights of persons with disabilities (CRPD).

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