Classroom Management
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In this field activity, the two classrooms that were observed (kindergarten-to second grade and third-to-fifth grade) catered primarily to students with autism. Based on the observations of students in these two special education classrooms, interviews with the teachers and the analysis of the classroom management artifacts, the following characteristics of an effective classroom management plan have been identified. Before delving into them, it is important to note that the characteristics of a classroom management plan, which will minimize disruptive behavior and maximize motivation and learning of students with special needs, will differ from those for typical students. Because of the unique needs and difficulties experienced by their students, the teachers interviewed have had to devise proactive classroom management strategies that incorporate flexible instructional approaches to prevent students from engaging in disruptive behavior due to frustration. Other aspects that need to be considered include the students' sensitivity to sensory factors in the classroom environment and the students' adherence to predictable classroom routines. The specific characteristics of a generic classroom management plan for special education students will be presented in individual sections. The teacher's overall objectives constitute the foundation of the classroom management plan in special education settings: To enhance students' academic performance by using
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rustration, she can intervene immediately by modifying the task or refocusing the child on the task. This timely intervention thus prevents the student from engaging in more disruptive behavior as a result of frustration.
Modification of Interactional Strategies
Due to the distinctive needs and preferences of students with autism and special needs, the teacher must know how to adapt their interactional approaches to individual students in order to elicit the desired responses. For instance, for students who have difficulties processing information verbally and attending to tasks, the teacher needs to provide instructions in a limited number of words and utilize visual aids. Moreover, the task should also be broken down into several steps so that the students will be able to succeed at individual steps. Even though Slavin (2003) also highlighted this approach for typical children, this strategy is especially important for children with special needs who tend to engage in disruptive behavior when they are frustrated with their inability to fulfill expectations. Finally, the teacher should also know when to introduce small breaks in between activities and reinforcers in order to ensure that the students can continue to foc
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Some common words found in the essay are:
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Approximate Word count = 2233
Approximate Pages = 9 (250 words per page)
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