Prove Them Wrong: Be There for Secondary Students with an Emotional or Behavioral Disability

Autor/in	Solar, Ernest
Titel	Prove Them Wrong: Be There for Secondary Students with an Emotional or Behavioral Disability
Quelle	In: TEACHING Exceptional Children, 44 (2011) 1, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Emotional Disturbances; Secondary School Teachers; Classroom Environment; Teaching Methods; Secondary School Students; Behavior Disorders; Trauma; Student Needs; Teacher Student Relationship; Safety; Security (Psychology); Teacher Collaboration; Parent Teacher Cooperation; Classroom Techniques + Suchen Sie Ihr Suchwort? Gefühlsstörung; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Sicherheit; Security; Psychology; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenführung
Abstract	Students with an emotional or behavioral disability (EBD) are sometimes judged and feared based on their label before teachers even meet them. These students are different than other students that walk into a classroom, but they should never be feared. They have had more "loops" in their roller coaster ride of adolescent life than the average teenager. Looking at these adolescents, many people would not realize the traumas these individuals have faced and will continue to face as they get older. But as these students walk into the classroom, they are craving attention and acceptance from their teachers, just like every other student. This article shares advice with secondary school teachers about classroom practices that may help to build and develop trusting relationships with students with EBD. Through understanding of emotional or behavioral disabilities, creating a safe and secure classroom environment, collaborating with teachers and parents, and reflecting on instructional practices, teachers will be able to make a better connection with these students. (Contains 1 figure and 1 table.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10