www.ascilite.org.au.
A journal for Australian journal educational technology. Good to use for scholarly writing.
600- 800 words this is 6 to 8 para.
1 = intro has four moves
2 = benefits a, problem solving skills
3 = benefits b, strategic thinking
4 = problem a, teacher pd
5 = problem b, teacher understanding
6 = conclusion
paragraphs need to be unified = one topic in that paragraph.
coherent. have to relate logical to each other (paragraphs)
Developed.
EACH PARAGRAPH IS ONLY ABOUT ONE THING. each paragraph should also have a smooth transition. e.g, benefit a, end another way that paragraphing is good is by blah, blah. next paragraph.
2010-07-08
Behaviour Management
Routines are very important when it comes to behaviour management in a classroom. Teacher talk, routine and scripts are going to be very important when it comes to managing your class. Barnes (2006) makes it clear that teacher-talk is vital and can take over your everyday life. What is teacher-talk? Teacher-talk is a loud consistent voice that does not change despite circumstances. “Teacher-talk includes phrases beginning with ‘I need you to....’, You can when.....’, ‘When I tell you....’ or ‘when I can see all eyes...’,” (2006, P. 27). Teacher-talk is so important especially when you are just starting out as a teacher. When you do your internship you attend once the routine has been achieved in the first couple of weeks and thus making so important to know strategies for behaviour management. These phrases will be helpful to get the class back on track.
Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).
Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.
Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.
Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.
Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.
Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).
Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.
Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.
Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.
Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.
Summary
ADHD is not an easy disability to diagnose. Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. There is a lot of testing, observations in class and at home for behavioural issues, as well as interviews between child, parent/career, teacher, specialists (paediatrician, child psychologist, child psychiatrist, paediatric neurologist, or social worker) and also any learning or cognitive difficulties.
It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and has a huge impact on the student and the intermediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD due to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:
• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).
They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).
Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, cognitive techniques, writing an Individual Learning Plan (ILP) and using positive teaching techniques to support, grow and educate the student.
Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.
For the first part of my research I am so confronted as to how hard it is to diagnoses a student and how difficult it is for the student. The student does not want to be having outbreaks and does not understand why they are unable to concentrate as there are so many things that are going on in their head. It also must be difficult as a teacher to manage students with ADHD as you want was is best for all your students. I am looking forward to learning about strategies for the classroom in regards to what you can do or offer the student to help them to be an active participant in the classroom and to be able to offer an inclusive environment.
I often thought to myself that, that child really needs a good smack and what are the parents doing to discipline that child? I enjoyed looking at the website living with ADHD especially the following quote “Attention Deficit Hyperactivity Disorder - or ADHD - is a real, and manageable, medical condition that affects millions of children and adolescents. ADHD is not a discipline problem - and definitely not a myth” (Retrieved July 05 2010). This is defiantly how I now feel.
Reference list
Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.
It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and has a huge impact on the student and the intermediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD due to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:
• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).
They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).
Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, cognitive techniques, writing an Individual Learning Plan (ILP) and using positive teaching techniques to support, grow and educate the student.
Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.
For the first part of my research I am so confronted as to how hard it is to diagnoses a student and how difficult it is for the student. The student does not want to be having outbreaks and does not understand why they are unable to concentrate as there are so many things that are going on in their head. It also must be difficult as a teacher to manage students with ADHD as you want was is best for all your students. I am looking forward to learning about strategies for the classroom in regards to what you can do or offer the student to help them to be an active participant in the classroom and to be able to offer an inclusive environment.
I often thought to myself that, that child really needs a good smack and what are the parents doing to discipline that child? I enjoyed looking at the website living with ADHD especially the following quote “Attention Deficit Hyperactivity Disorder - or ADHD - is a real, and manageable, medical condition that affects millions of children and adolescents. ADHD is not a discipline problem - and definitely not a myth” (Retrieved July 05 2010). This is defiantly how I now feel.
Reference list
Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.
2010-07-07
ADHD- Genetic or Environment?
ADHD is a genetic condition, although professionals acknowledge that the child’s environment helps determine specific behaviours and a lot of research is still needed to be carried out.
Certain chemicals in the brain-called neurotransmitters help brain cells communicate with each other. According to Bender, W. the neurotransmitters mostly involved with ADHD are called dopamine (2008, P. 27-38). The genetic connection is to the dopamine that exists in some individuals with ADHD. Bender, W. also talks about a genetic connection of 20%-32% of parents with children who have ADHD also have the disorder. Bender continues to discuss that recent studies have demonstrated that mothers, fathers, and other biological relatives of children with ADHD are significantly more likely to have a history of childhood ADHD (2008, P. 24-38).
Pierangelo and Giuliani discuss that scientists have found coloration between the use of cigarettes and alcohol during pregnancy resulting in their offspring of that pregnancy being diagnosed with ADHD (2008, P. 4-5). High levels of lead in the bodies of young children due to lead paint or plumbing found in older buildings, has been linked to ADHD and according to Pierangelo and Giuliani lead is no longer allowed to be used in paint thus exposure to toxic levels common as it once was (2008, P. 4-5).
Diet restrictions have not been proven too help with ADHD specifically; it has helped young children who have food allergies and react to sugar or preservatives but not necessarily linked to ADHD.
Both Bender and Pierangelo and Giuliani state that more research needs to be done as there are so many variable factors like genetic, environment, neurological and consumption of the mother when pregnant. It is agreed however that there is strong evidence for a genetic factor and in these cases; it is presumed that the underlying cause is neurological in nature (Bender 1997, P.37).
Certain chemicals in the brain-called neurotransmitters help brain cells communicate with each other. According to Bender, W. the neurotransmitters mostly involved with ADHD are called dopamine (2008, P. 27-38). The genetic connection is to the dopamine that exists in some individuals with ADHD. Bender, W. also talks about a genetic connection of 20%-32% of parents with children who have ADHD also have the disorder. Bender continues to discuss that recent studies have demonstrated that mothers, fathers, and other biological relatives of children with ADHD are significantly more likely to have a history of childhood ADHD (2008, P. 24-38).
Pierangelo and Giuliani discuss that scientists have found coloration between the use of cigarettes and alcohol during pregnancy resulting in their offspring of that pregnancy being diagnosed with ADHD (2008, P. 4-5). High levels of lead in the bodies of young children due to lead paint or plumbing found in older buildings, has been linked to ADHD and according to Pierangelo and Giuliani lead is no longer allowed to be used in paint thus exposure to toxic levels common as it once was (2008, P. 4-5).
Diet restrictions have not been proven too help with ADHD specifically; it has helped young children who have food allergies and react to sugar or preservatives but not necessarily linked to ADHD.
Both Bender and Pierangelo and Giuliani state that more research needs to be done as there are so many variable factors like genetic, environment, neurological and consumption of the mother when pregnant. It is agreed however that there is strong evidence for a genetic factor and in these cases; it is presumed that the underlying cause is neurological in nature (Bender 1997, P.37).
Behaviours associated with ADHD
Inattention
Impulsivity and hyperactivity
Classroom disturbances
Impatience
Inattentive/withdrawn
Need closeness to teachers
Social skills
Depression
Attention problems
Anxious/depression
Hyperactivity
Temper outburst/disruptive behavior
Overreactions to minor events
Tendency to ignore peers' questions
Poor eye contact and motor regulation
Thought problems
Reading Problems
Cognitive deficts
Daydreaming
Aggressive behaviour
“Neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. And is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain.” (Pierangelo, R and Giuliani, G. 2008, P.1)
This statement shows the importance of proper testing as ADHD is a neurological condition and not just a behavioural problem. There are far too many behaviours to list and often are categorised Bender, W has used the following different groups Inattention, Hyperactivity/impulsivity, Social and behavioural these categories are consistent amongst my readings. When being tested or if you are concerned about a student you would notice the student behaving in at least 6 of the listed behaviours as well as there being cognitive and learning difficulties or delays.
Impulsivity and hyperactivity
Classroom disturbances
Impatience
Inattentive/withdrawn
Need closeness to teachers
Social skills
Depression
Attention problems
Anxious/depression
Hyperactivity
Temper outburst/disruptive behavior
Overreactions to minor events
Tendency to ignore peers' questions
Poor eye contact and motor regulation
Thought problems
Reading Problems
Cognitive deficts
Daydreaming
Aggressive behaviour
Attention Deficit Hyperactivity Disorder (ADHD) was originally thought of as children/adults who displayed a disorder in attention, by behaving in the mannerisms mentioned above. Pierangelo and Giuliani describe ADHD as a...
“Neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. And is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain.” (Pierangelo, R and Giuliani, G. 2008, P.1)
This statement shows the importance of proper testing as ADHD is a neurological condition and not just a behavioural problem. There are far too many behaviours to list and often are categorised Bender, W has used the following different groups Inattention, Hyperactivity/impulsivity, Social and behavioural these categories are consistent amongst my readings. When being tested or if you are concerned about a student you would notice the student behaving in at least 6 of the listed behaviours as well as there being cognitive and learning difficulties or delays.
2010-07-06
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