Professional Documents
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Questions
Questions
For as long as there have been classroom disturbances, there have been a
number of methods used by faculty members to address them. Some methods used
include simply ignoring the behavior, asking students to quiet down, pausing during
lecturing until the disruptive behavior ceases, meeting with the students outside of class
to discuss the behavior, and even asking students to leave the classroom. Each of
these methods has varying levels of success, and although they range from minimally to
significantly disruptive in the manner of execution, they all share a common thread,
which is that they are faculty driven and include little or no input from the student.
Additionally, in each of these methods, the success or failure of the method in actually
quelling classroom disturbances lies solely on the faculty member. Since students play
little or no role in the development or enforcement of the method, there is no desire for
them to take ownership and hold each other accountable for minimizing or eliminating
classroom disruptions.
I propose that we as faculty members consider another way of addressing the problem
of classroom disturbance. I propose that we use a student-driven approach to handle
this problem. In a student-driven approach, the responsibility of developing a method for
how to handle student disturbances would primarily lie with the student body. The
student body could determine what they consider appropriate behavior in the classroom
as well as what they consider appropriate consequences for those exhibiting disruptive
behavior in the classroom. The faculty members should be involved in the facilitation of
the method's development, advising the students on whether or not their
recommendations are feasible and adhere to university policies. Allowing the student
body to develop a plan for handling classroom disturbances would be an excellent
exercise in leadership and professional development. The benefits of this type of
approach would be that it could make students more responsible for what happens in
the classroom and hold them accountable to each other. It will teach problem solving
and leadership skills that will help them in their career. Last, a student-driven approach
will help students realize that they have a voice in what happens in the classroom. This
approach is not without its limitations, however. A considerable amount of time may be
necessary to implement this plan, and it may need to be revised periodically as the
student body changes. In addition, some students may feel like it is not their
responsibility to handle classroom disturbances or they may feel uncomfortable
enforcing the plan due to peer pressure. Some faculty members may feel that a studentdriven plan would take away some of their control in the classroom. However, if one
considers the potential value of a plan such as this and the effects on student
professional development and leadership, I would venture that the benefits outweigh the
limitations for this approach.
So, how can one do this? Class officers or similar class representatives could serve as
the liaison between the class body and the faculty. The officers could be given the task
of meeting with the student body and developing the plan. The officers could then meet
with faculty members to discuss the plan and receive faculty input. This process could
continue until an agreement is made on how to handle disturbances. If they choose to,
the officers could then begin the process of getting the plan adopted as a college or
school policy. Once implemented, both the faculty and the students would be
responsible for implementing and upholding the plan in the classroom.
Classroom disturbances have been an ever-increasing problem in our classrooms.
Perhaps it's time to reevaluate our approach to handling this issue. As we examine the
multitudes of ways to handle classroom disturbances, I would encourage faculty to
consider using a student-driven approach to handling this problem.
Inclusion Basketball League at the Friendship Circle was a model of common sense
and positive support. On the first day, pairs of children practiced passing the ball to
each other to build up their confidence. Adults circulated around the gym to make sure
everyone was safe and having a good time. Children who needed a break had space to
relax. During the game that day, each child had a chance to throw the ball and score.
D. Be Flexible
Some adults say that they will not change the way they do things to
accommodate one person in a group. But the whole point of teaching is to use a variety
of methods to help another person understand and master new skills. For example, if a
child refuses to let go of a parent, bring the parent into the activity for a few minutes to
reduce anxiety, then fade out the parent. If a child does not have the appropriate motor
skills for an activity, help the child go through the motions and assign a buddy to help
the child practice on the sidelines for a few minutes. In a religious education class, a
child may have difficulty understanding some concepts; but when those same concepts
are presented in a game or hands-on art project, they make more sense.
E. Be Consistent
If a set of rules is presented to the group, apply those rules consistently to
everyone. Years ago I signed up my son for a preschool martial arts class. On the first
day, the instructor explained to students and parents that if a child was having any type
of behavior issue, he would ask the parent to sit with the child. Throughout the lesson,
my son Louie was squirming and had difficulty understanding the rapid directions. I
waited for the instructor to wave me in. Instead the instructor told my son that he would
have to leave the class if he could not sit still. After class I waited for all of the other
families to leave so that I could have a private conversation with the instructor about his
inconsistency. When I signed up Louie for a pottery class a few years later, Louie had
an instructor who stated all of his expectations and the days schedule at the beginning
of class. The instructor kept track of the students like Louie who needed extra support
and assigned teaching assistants to sit with those students. My son flourished in this
classroom because of the instructors consistency even though the instructor had no
previous experience with students with disabilities.
F. Use visual, auditory or tactile cues
Having the right cues in an environment can mean the difference between
participation and non-participation for many children with special needs. I bring a
camera everywhere and get photos of my sons regular routines and favorite places.
Louie sorts through the photos in an album or on the computer; sometimes we make the
photos into a storybook about an activity. We also use index cards with simple written
instructions to help Louie remember the rules for appropriate behavior if your child
does not read, substitute a hand-drawn cartoon or other picture for the words.
Yesterday I was volunteering in the school library and I heard a first grade teacher softly
singing instructions to her students. As soon as she started singing, every single
student became quiet and attentive. Other auditory cues are clapping, snapping or
whistling. I used to have a neighbor who whistled a unique tune to call his children
home to dinner every evening. It worked every time his children responded by
whistling the same tune as they ran home. Tactile cues such as gently touching a
persons shoulder, offering a blanket or other soft fabric, or providing silly putty are easy
ways to mark a transition and get a persons attention. On a few occasions I have seen
people try to grab or push Louie to get his attention during an activity, which is never a
good idea. He loses his balance easily, and it only confuses him without re-directing his
attention.
G. Have a plan. And a back-up plan.
You know what they say about the best-laid plans. In the world of special needs,
there is always a Plan B, and usually a Plan C. Make sure that there is space to calm
down and move freely if things go badly. Think about what each participant can do
instead of focusing on what they cant contribute.
H. Be Positive
A positive attitude is the single most important quality for anyone who works with
children with special needs. Ive seen highly trained specialists unable to interact with
Louie because of their negative attitude and assumptions. But some people with no
experience or knowledge of his disability have jumped right in and changed his life for
the better. Thats why we keep signing up for more activities. We might even end up in
an activity with you someday. What tips do you share with volunteers and professionals
who are working with your child? Tell us in the comments below.
REFERENCES:
1.) <Educational Leadership "The First Days of School" May, 1985 Vol. 42 N8 pp. 7678>
2.) By Patricia Kyle, PhD, University of Idaho; & Larry Rogien, PhD, Boise State
University
3.) By (Butler University, 2012, Online) , (Braman, p.149, 1997)
4.) By Yolanda Hardy, PharmD
5.) http://www.friendshipcircle.org/blog/2012/10/15/8-important-tips-for-working-with-aspecial-needs-child/
d. Functions Maintenance and DevelopmentThis function means that the Guidance and
Counselling service provided to help students maintain and develop the whole
personality in a steady, focused, and sustainable. In this function the things that are
considered positive in order to keep good and steady. Thus, students can maintain and
develop the various potentials and positive conditions in the framework of development
is steady and sustainable.
3.) Aspects of guidance
Philosphy is a field ewhich does not lend itself readily to experimental
investigationThe influence of the American positivism, with its emphasis on
operarionism as opposed to theory may have had the same effect on guidance which
Allport noted relative to the field of psychology.
4.) Guidance program structure for preschool and elementary
REFERENCES:
1.)
http://www.theguardian.com/commentisfree/2014/sep/19/its-time-to-teach-climatechange-in-school-heres-how
2.) http://bossnash.blogspot.com/2011/04/definitions-purpose-and-functions-of.html
3.) By James F. Moynihan
4.) Elenita-Decal Mendoza, Guidance and Counseling Today' 2003 Ed.
(1) As a Process:
Guidance does not occupy independent place. The chief aim of this process is to assist
in the development of an individual keeping in view the social needs.
(2) A Continuous Process:
Guidance is a process. Here, it is important to point out that the process of guidance
never ceases. It remains dynamic. In this process, an individual understands himself,
learns to use maximum his own capacities, interests and other abilities.
He continues his struggle for adjustment in different situations. He develops his capacity
of decision-making. Hence, we see that it is a non-stop process.
(3) Related with Life:
The process of guidance is related to life. This guidance contributes formally or
informally to life because life experiences both formal and informal occasions.
A person gets informal guidance from his friends and relatives while formal guidance is
sought from organised school guidance services and other organised guidance
services.
(4) Development of Capacities:
During the process of guidance the individual is assisted in such a way that he makes
himself enabled to develop his capacities maximum from all angles.
Hence, guidance stresses the complete development of possibilities present in an
individual. An individual becomes familiar with his real image. Hence, guidance is
helpful in self-realization.
this task, trained persons psychologists and counselors are required. Hence, guidance
is a skill-involved process.
(7) Wide Scope of Guidance:
The scope of guidance is too wide. Any needy person can be guided. This can include
the persons of different age, different interests, various characteristics and persons of
different nature. Hence, we cannot draw boundaries around the process of guidance.
(8) Helpful in Adjustment:
Guidance helps the person in his adjustment in different situations. This process allows
learning to adjust with different types of problems. In this way, the main characteristic of
the nature of the guidance is to provide new energy to the demoralized person by
adjusting himself in the problematic situation through the process of guidance.
(9) Helpful in Developing the Ability of Self-Guidance:
The nature of guidance also includes the characteristic of developing self- guidance in a
person with the help of guidance process. This enables him in achieving selfdependence by searching out the solution of problems of life.
(10) No Imposition of One's View Point:
It is also the main characteristic of guidance not to impose one's view-point on others. It
depends upon the wish of an individual how he acquires benefit by accepting the
decision of the guidance worker.
If he wishes, he may deny accepting such decisions of the guidance workers. Hence, it
is not a process of imposing the decisions.
(11) Helpful in Preparing for Future:
The process of guidance is helpful in preparing a person for his future. Hence, a person
can succeed in preparing himself for future activities. In this way, guidance is a wellwisher of an individual's future.
2.) Identify the purposes of guidance.
According to the book author Tim Guidance and Counselling Guidelines (1994)
that the purpose of guidance and counseling there are 2 (two) kinds:
a. General Purpose
The general objective of guidance and counseling is in accordance with the objectives
stated in the Education Law no. 2 System of National pedidikan, namely the realization
of complete Indonesian man is intelligent, faithful and devoted to God Almighty and
noble character, knowledge and skills, physical and spiritual health, a strong and
independent personality, and sense of civic responsibility and national .
b. Specific Objectives
Specifically the purpose of guidance and counseling is to help students to achieve
development objectives include aspects of personal, social, learning, and careers.
(Personal-social guidance is intended to achieve the objectives and tasks of personal
and social development in realizing personal piety, and bertanggungjawab.Bimbingan
madiri remedy intended learning goals and tasks of career development
pendidikan.Bimbingan intended to realize a productive worker's personal
According to the Drafting Team Guide books Guidance and Counselling Service Level
Competency-Based SMP / MTs (2002) that the purpose of guidance and counseling as
follows:
a. The general objective of guidance and counseling is memandirikan learners and
develop their potential optimally.
b. The general objective is translated into goals that lead to the effectiveness of daily life
with regard to the potential learners.
c. More specifically, the goals set out in the form of competence.
Meanwhile, according to Tim Compiler Implementation Manual Guidance and
Counselling Service (2004) states that the purpose of Guidance and Counseling is to
help participants didi in developmental tasks so that learners have ketaqwan faith and to
God the Almighty, has a positive attitude, dynamic to the physical and psychological ,
has emotionally independent attitude and socio-economic, have good social relationship
patterns didalm families, schools, and communities, have good learning potential and
can plan and develop his career.
Discipline can be one of most difficult issues for parents and childcare providers
alike. As you know, there are many different reasons why children behave in
challenging ways. There are also different ways that parents and caregivers deal with
these challenges. Some discipline methods are different from culture to culture. It is
important to be aware of these differences. As a childcare provider, you not only care
for the child, but you also can help the parents and family. You can also ask for the
parents help in understanding their child. You can work together to teach the child selfcontrol and acceptable behavior.
In these pages you will find ideas on how to talk with parents about guidance and
discipline. You will also discover ways to create a partnership with parents. Remember
that quality childcare depends on a positive relationship among you, the child, and the
childs parents and family.
REFERENCE:
1.) http://dictionary.reference.com/browse/guidance
http://www.publishyourarticles.net/knowledge-hub/education/what-is-the-meaning-ofguidance-and-its-nature.html
2.) By: AMAR Faruq, S. Pd
3.) By Jone, A.J.,
http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/reso
urces/M.A.%20Education%20Guidance%20&%20Counceling.pdf
4.) Authors: Rajeswari Natrajan with Judith A. Myers-Walls, Ph.D., CFLE,
https://www.extension.purdue.edu/providerparent/Guidance-Discipline/Main-GD.htm
5.)