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Ethics for teaching students with disabilities.

As teachers it is crucial that every student in the class has the same opportunities and chances to succeed. It is also with utter importance that each student feels heard and that their opinion matters.

Teachers can develop relationships with families to ensure respect and trust for all of the parents to have with there child in your classroom

Ask students their perspective on your classroom and what you can do to make them feel more heard.

When speaking about students with disabilities it is crucial that person-first language is used. See attached examples.

Code of ethics - exceptional children. (n.d.). https://exceptionalchildren.org/sites/default/files/2020-07/Code%20of%20Ethics.pdf

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Supporting and responding to student behavior

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Supporting and responding to student behavior

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- A lot of times when students are misbehaving it is due to their needs not being met and they do not know how to efficiently communicate their needs.

It is our responsibility as teachers to know each student personally to be able to tell when bad behavior is linked to a deeper issue or problem.

In order to support students and prevent bad behavior teachers can make sure their classroom feels safe and inclusive for the children.

It is also important that the teacher makes connections with their students that way the students feel like they can voice their needs and opinions to the teacher.

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A safe classroom is an environment that is physically and emotionally safe meaning that the students feel like they can be themselves and express their opinions.

Provide a safe space for students, this can look like an area in the room that promotes comfortability and is an area where students can go to read a book quietly or rest their head.

Surround the class with positivity posters as well as posters that state how to express ones feelings and emotions

There are so many ways to ensure your classroom feels safe some of these look like smiling often, incorporating music, staying calm, respecting students space etc.

Western Governors University. (2022, February 25). 15 tips for creating a safe learning environment. https://www.wgu.edu/blog/15-tips-creating-safe-learning-environment2202.html#close

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How to increase social appropriate behavior

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How to increase social appropriate behavior

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Teachers can increase socially appropriate behavior by teaching manners in the classroom and modeling what good speech looks like verbally and by posters throughout the classroom.

Teachers can assign classroom jobs that help students understand responsibility roles and how these fall into day to day life. The way the students react and respond during the jobs is very important.

Students also need extensive practice in small and large group activities to work on appropriately communicating

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Think of the last time a student called out in class, pushed in line, or withdrew by putting their head down on their desk. What was their behavior telling you?

In most cases, behavior is a sign they may not have the skills to tell you what they need. Sometimes, students may not even know what they need. What are your students trying to communicate? What do they need, and how can you help?

Respond to students, not their behaviors

First, know that when students act out, those actions can bring about emotions in teachers and other adults. Given all of the pressures placed on teachers, you may already feel stressed or emotional. It's normal to take students' behaviors personally because of your own feelings and needs in the moment.

One way to reframe your thinking is to respond to the student, not the behavior. Start by considering the life experiences that students bring to the classroom.

Some students who learn and think differently have negative past experiences with teachers and school. Others may come from cultures in which speaking up for their needs in front of the whole class isn't appropriate.

Students who have food insecurity may push others out of the way at lunchtime to make sure they get something to eat. Students who have experienced trauma can often be wary of others. They may be hypervigilant and prone to what looks like overreactions to simple things. Keeping these experiences in mind can help you respond to the reasons for student behavior and not simply react to or correct the behavior itself.

What student behavior is telling you

Figuring out the function of, or the reasons behind, a behavior is critical for finding an appropriate response or support. Knowing the function can also help you find ways to prevent behavior issues in the future.

Learning for Justice (formerly Teaching Tolerance), an organization that provides resources for educators to create civil and inclusive school communities, offers the acronym EATS to highlight some possible functions of behavior. EATS stands for Escape, Attention, Tangible gains, and S ensory needs. Here's a breakdown of what that means:

Escape: Some students use behavior to avoid a task, demand, situation, or even person they find difficult. Escape behavior can also be quiet, like students who ask to use the bathroom every time it's their turn to read.

Attention: Some students behave in ways that are designed to gain attention. They may feel unsure about when or whether they'll get your attention otherwise. Attention-seeking can play out in positive behaviors as well, such as when students work hard on a task to get your approval.

Tangible gains: Some student behavior is aimed at getting what they want, when they want it. This type of behavior is very common for students who struggle with impulsivity or flexible thinking.

Sensory needs: Students' brains are constantly taking in information from their senses. For some, processing that stream of input is a struggle. "Sensory seekers" underreact to sensory input or need more of it to function. "Sensory avoiders" overreact to sensory input. They may become overwhelmed and hyperactive. Those behaviors become problematic when they are disruptive or interfere with learning.

Harness the power of collaboration

It can be hard to figure out the function of a student's behavior, especially when there are learning and thinking differences at play. Most schools have a collaborative teacher assistance team that can help you understand student behaviors. Those teams are typically made up of special and general education teachers, as well as other professionals, like a school psychologist or a counselor.

Talk with the team about whether an observation by a member of the team or a formal functional behavioral assessment (FBA) is necessary to gather data. This information can lead to a more in-depth look at the reasons behind the student's behavior.

When you work together to understand the behavior, you'll be better prepared to help students identify what they need and how to communicate that more appropriately.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Kristin J. Carothers, PhD is an expert in cognitive behavioral therapy (CBT) and behavioral interventions. She also provides co-parenting therapy for families experiencing high conflict.

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Understanding behavior as communication: A teacher's guide

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Understanding that behavior is a form of communication can help teachers reframe what they're seeing and not take student behavior personally.

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Teachers can use data to improve student behavior because they will be able to determine patterns about a students behavior and come to conclusions on how to break these bad habits.

Data can be used to give to doctors, families and teachers to help better understand student behavior.

Data can only be successfully implemented if students feel safe and secure in the classroom first

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A strong, positive classroom culture supports children's social and emotional needs and development. Children thrive in a community where everyone contributes and everyone is valued. The classroom culture is created through the language we use, the responsibilities we encourage, and the procedures we teach.

A purposeful classroom culture teaches children the social-emotional skills they need to succeed in the world - in and out of school. These skills include understanding and managing emotions, setting and achieving goals, feeling and showing empathy for others, maintaining positive relationships, and making responsible decisions.

When we are thoughtful about our classroom culture we ask, "What do all my children need to grow and thrive?" Use this information as you plan, model, and reflect on the culture you have - or want to develop - in your classroom.

Reflect on Your Classroom Culture

A positive, caring classroom culture doesn't "just happen." It emerges as a result of thoughtful reflection and purposeful planning and actions. Here are some questions to get you thinking about your current classroom climate. Take some time to reflect on your own practice, recognizing all the great things you are already doing, and noting any areas where you would like to grow.
Do all the children in your room feel valued and included in the classroom community?

What are some of the things you do to build strong, positive relationships with all of the children in your room?

What are some things you do to get to know your children's families and include them in the life of the school community?

What are some things you do to learn about and understand children's home cultures and communities? How do you use this information to adapt your language, instruction, and culture?

Do your children feel that they have a say in how the classroom works? Do you talk about your classroom community as something that all children are part of, participate in, and responsible for maintaining? Would they say "we are all in this together"?

Do children in your room have an opportunity to discuss their ideas, thoughts, and opinions with each other?

What kind of language do your children use with each other? Do they know how to start conversations, ask for help, disagree politely, and encourage each other?

How have you taught children to speak to each other? Do you model, give them time to practice, and reinforce what is going well?

Do the children in your room feel responsible for their own learning and behavior?

Why do children follow "rules" in your room? What happens if they don't?

Do the children in your class behave the same way outside of the classroom as they do inside the classroom? Why do you think this is?

How do you teach classroom expectations/rules? How are they stated? How are they reinforced throughout the year?

Do your children understand why being responsible for themselves, others, and their classroom contributes to a positive classroom culture? Why is that important?

Do you think children feel that you believe in their ability to overcome challenges?

Do the children in your room have procedures and routines for all of the materials, processes, and spaces in your room?

Which classroom procedures are working well? What makes them work well? How do you know when a current procedure needs to be enhanced, improved, or changed?

Which procedures do you still need to establish (as evidenced by what children do not know how to do and/or what they are not doing)? Sometimes it can be helpful to close your eyes and imagine the perfect classroom. What does it look like? What are the children doing? What is the teacher doing?

During which parts of the day do children seem to have difficulty moving from one activity/space to the next? Are there any portions of the day when instructional time is lost due to poor transitions?

Getting Started with Classroom Culture

Here are our recommendations for first steps you can take to build, change, or enhance your classroom culture.

Use a variety of strategies to build relationships with all children.
Greet children in the morning, call them by name, communicate at eye-level, etc.
Building a positive relationship with your children is at the foundation of effective teaching. Positive teacher-child relationships build trust, help the children feel secure, and increase the level of cooperation. Positive teacher-child relationships will also positively contribute to your children's intellectual and social development. When the children feel safe, they are more willing take the risks necessary for effective learning to take place. Children learn best from teachers that they like.

Stand by the classroom door each morning and greet each child by name. Give high fives. Inquire about their pets, after school interests, and siblings.

Stand by the door at the end of the school day and say goodbye to each child. Try to recall a positive experience from the day.

Speak respectfully to the children. Conduct one-to-one conversations at eye level when possible.

Get to know your children via direct conversations with them and their parents, by reading their writing, and by "kid watching." Find out about their out-of-school interests and activities.

Include books in the classroom library that reflect your children's interests. Call each child's attention to those books that are well matched to that particular child.

Read aloud books, such as Something Beautiful, that encourage children to share their thoughts, feelings, and ideas.

Acknowledge their birthdays, out-of-school events and accomplishments, and family celebrations (e.g., new baby, parent returning from military service, etc.).

Create a classroom that feels welcoming, joyful, and safe for children and families.

Creating a safe, joyful, and welcoming classroom is one of the most important things that you can do to promote learning. Children need to feel safe in order to learn. They need to feel secure in order to want to engage and participate. Children feel safe in an environment that is orderly, consistent, and predictable. They develop a feeling of belonging when they contribute to and help to build the positive environment. Parents feel welcome in classrooms in which the child is happy and has positive feelings. Parents are more likely to cooperate and become allies in their children's education when their children are feeling safe and welcome.

The classroom community is built upon the shared values of kindness, responsibility, and empowerment. Take the following steps to ensure that these fundamental values permeate the classroom.

Model and teach kindness through positive and empowering language, respectful interactions, and mini-lessons.

Construct and consistently reinforce procedures and responsibilities to give the children a sense of contributing to a positive environment.

Empower the children to take risks by viewing mistakes as learning opportunities and focusing on the learning process (not the product).

Recognize and celebrate successes with classroom culture, so that the children will understand the importance of these shared beliefs and demonstrate them consistently.

Use the language of "we, us, and our" to build community.

Use inclusive language that invites the children into the community of learning. When you use "we," "us," and "our," you make each child feel like a valued member of the classroom and send the message that "we're all in this together." The children will learn that group processes are an essential part of learning and of society as a whole. "We language" sends the message that all members of the class belong, are collaborative partners, and are invested in each other's success.

Engage the children in creating a class promise. Decorate the promise with the children's photos or self-portraits. Have each child sign the class promise.

Engage the children in "The Power of Three" mini-lessons to help develop and instill the idea of "our classroom."

Create classroom jobs to help the children understand that they have a responsibility to contribute to the smooth running of the classroom.

Schedule and conduct regular classroom meetings to give the children a forum to express ideas and take part in the decision-making about classroom life.

Gain children's attention before giving directions using verbal and non-verbal cues.

Learning to follow directions is one of the important life skills that your children will learn. Following directions is at the foundation of everything they do at school. However, you can't give the children any directions until you gain their attention. Primary classrooms are busy places, and your children are likely to be deeply engrossed in engaging literacy tasks that you have provided. Teaching the children to quickly respond to one of several attention-getting signals will help to maximize instructional time. You'll need to teach both verbal and nonverbal signals because there are times, such as indoor recess, when there is too much going on for the children to hear you.

Teach the children whimsical signals to stop and listen. You can use a call and response signal such as: (a) You say, "Macaroni and cheese," and the children respond, "Everybody freeze." or (b) You put your hands on your head and say "Hands on top," and the children respond, "Everybody stop." Some teachers clap a rhythmic pattern, and the children repeat it. Or you can say, "If you can hear my voice, clap once, twice, three times."

You might want to use a nonverbal signal such as raising your hand. Teach the children to raise their hands and stop talking when they see your raised your hand. When other children notice, they'll raise their hands, too. Eventually, all hands will be up and everyone will be quiet.

When the children comply with the request to stop and listen to instructions, compliment them for cooperating.

Teach children procedures for material, processes, and spaces.

Procedures are routines for using and understanding all aspects of the classroom. When planning which procedures to teach, analyze all of the class's materials (leveled books, art supplies, etc.), areas (classroom library, whole group meeting area, etc.), and processes (how to put books away, how to line up, etc.). List the procedures associated with each one. Procedures can be co-created with children's input. They are shared with the children through mini-lessons, using language that is specific, predictable, and consistent, so that the children understand exactly what is expected. Discuss the purpose (to maximize instructional time) of performing procedures routinely and accurately, and give children ample time to practice each one. Knowledge of procedures promotes children's independence, which results in reduced transition time and, therefore, more time for instruction.

Identify the procedures that children will need to learn to have the classroom run smoothly and efficiently.

Carefully plan procedural mini-lessons using a procedural lesson planning template.

Rehearse mini-lessons to ensure that you are using precise and effective language.

Call the children to the large group meeting area to teach the lesson.

Tell the children why you are teaching the lesson and how it will help them and the class.

Practice the procedure as needed.

Co-create, post, and regularly reference procedural anchor charts.

Anchor charts are created for the procedures that children need to have ingrained in long-term memory. When any procedure is taught, the teacher should consider whether an anchor chart is needed as part of the planning process. These charts are co-created with the children, are written in language that is positive, clear, and concise, and are regularly referenced during instruction. The class decides together where to post the chart, so that it is visible and easily accessible. Children are taught how to use anchor charts with independence, so that procedures become rituals. Creating, posting, and regularly referencing procedural anchor charts promotes responsibility and greater understanding of all routines in the classroom.

Create anchor charts for the procedures, responsibilities, and beliefs/values that children need to have ingrained in long-term memory.

Co-create these charts with the children. They must be written in language that is positive, clear, and concise.

Decide together with your children where to post each chart, so that it will be visible and easily accessible.

Teach the children how to use the anchor charts.

Regularly reference the anchor charts during instruction.

Work with children to develop appropriate, consistent, and fair responsibilities (instead of rules) for expected behaviors.

Teacher and children establish responsibilities together as a guide to all expected behaviors in the classroom. These responsibilities build and support classroom community, and they empower and encourage all children to be responsible. In contrast, "rules" often focus on obedience and cause power struggles. At the beginning of the year, the teacher and children create a list of responsibilities together, stated in the positive, so that the focus is on what children should do rather than what they shouldn't do. Two examples are, "Share materials" and "Raise your hand when you want to speak." Expectations are high but realistic to the particular age group. After the list is complete, the children are taught that any positive experiences or challenges that arise in the classroom can be categorized by three main responsibilities: responsibility for yourself, others, and the classroom ("The Power of Three"). These responsibilities are modeled, practiced and reinforced on a daily basis. As responsibilities become an integral part of classroom life, children will want to contribute responsibly to their classroom, resulting in an increased love for learning and school.

Use The Power of Three board to teach procedures, responsibilities, beliefs, and culture lessons throughout the year.

Create the "Power of Three" display together with the children:

Take Care of Yourself

Take Care of Others

Take Care of our Classroom

Build the Power of Three slowly over time.

Plan and implement responsibility or procedural lessons for most (if not all) of the mini-lessons that are listed under Take Care of Yourself, Take Care of Each Other, and Take Care of Our Classroom, using language that is specific, predictable, and consistent, so that the children understand exactly what is expected.

The teacher and children use "take care of" language as much as possible throughout each day and reflect on The Power of Three daily.

State responsibilities positively.
Avoid "no" and "don't."
Maintain a positive environment in your classroom by helping the children learn responsibilities instead of demanding that they follow rules. Focus on what the children should do, not on what they shouldn't do. Staying positive will encourage the children to act responsibly. Help the children understand that in their efforts to be responsible, they will make mistakes. These mistakes are learning opportunities and evidence that they are trying. By focusing on positively stated responsibilities, you can help your children be more accountable for their own actions and feel a sense of belonging to a classroom community.

Develop a list of responsibilities for the children. Keep the list short and general, so that the children are not overwhelmed.

Share the responsibilities gradually via a series of mini-lessons on "The Power of Three."

State the responsibilities in simple, positive language, such as, "Be kind to each other," instead of "No hitting."

Use precise and specific language that is kid-friendly.

Build in "power breaks" throughout the day to reflect on, highlight, and celebrate responsible behavior.

Model self-regulation throughout the day.
Appropriately express and label emotions and feelings for children.
The most powerful lessons that we teach children are through our own actions. Children truly learn what we do rather than what we say. Our children use us as a model of behavior. You will experience a range of feelings and emotions during each school day throughout the school year. There will be times of joy, frustration, disappointment, anger, and sadness. The way that you react, respond, and express those feelings during those times is an authentic teaching and learning opportunity. Through your modeling, your children will learn to appropriately label feelings and express their own feelings.

Engage the children in creating a "feelings chart." Talk about the range of feelings and the appropriate responses to those feelings. Have the children make drawings showing a given feeling, or even have a child act out the feeling and snap a photo. The feelings chart will help give "names" and images to a wide range of feelings.

During read alouds, frequently have the children identify a character's feeling on the feeling chart.

When you experience an emotion and respond to it, take advantage of the teachable moment. Talk to the children about what happened, how you feel, and what you did and didn't do.

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A strong, positive classroom culture supports children's social and emotional needs and development. Children thrive in a community where everyone contributes and everyone is valued. The classroom culture is created through the language we use, the responsibilities we encourage, and the procedures we teach.

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Data can be collected in a few different ways to help teachers assess student behavior best.

A line graph is a type of data that could be used to show student progression over time.

A cumulative graph is another type of data that can record an additive behavior that occurs over multiple sessions.

A bar graph can be used by teachers to measure multiple different students or behaviors.

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How data intervention affects classroom behavior management

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How data intervention affects classroom behavior management

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There are a few different data collecting tools that help teachers effectively manage classroom behavior and maintain the students behavioral goals.

There are many ways to collect data such as changing criterion design, evaluating single-subject designs, multiple baseline design, multiple treatments design, alternating treatments design, AB design and single subject design.

Single Subject design is when teachers use repeated measurements to understand a students variability and then determine what treatment is needed.

AB design (A stands for baseline data being recorded, B stands for the intervention phase) is helpful for teachers to evaluate target behavior during the baseline time verse the intervention time.

YouTube. (2015, January 15). Single-subject experimental design 101: What is single subject design?. YouTube. https://www.youtube.com/watch?v=A1idx6djJlY&t=71s

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Steps to developing a ‘Behavior Management Plan’

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Steps to developing a ‘Behavior Management Plan’

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The first step to developing a behavior management plan is identifying when a behavior is challenging enough that it is in need of a support plan.

Once this decision is made and behavior has been tracked and put into data, the IEP team will need to review all collected data and determine a plan

Then a screening process will begin putting the students disability, physical health, sensory impairments and medications all into consideration

Teacher will then form a hypotheses from all of these steps and the teacher, parent and IEP team will come up with an effective plan for the behavior to come to an end.

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How to implement ‘Behavior Management Plans’ 

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How to implement ‘Behavior Management Plans’ 

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Teachers need to effectively manage their classroom by being organized, respectful and present.

Teachers need to understand their personal strengths and know a lot about their strengths and weaknesses to determine what areas in the classroom need help.

Teachers need to get to know each and every students background as well as get to know their family and create respectful relationships

Teachers can establish rules and routines to ensure students know what is expected of them from day one.

Once all these measures are taken the teacher will be able to effectively implement a behavior management plan.

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Classroom management planning | 11 | v2 | Teaching without Disruption

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This chapter describes how to custom build a classroom management plan (CMP) and support professional development through a series of activities which

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Consequences and reinforcement scan be used in the classroom to increase good behavior and decrease bad behavior.

Reinforcements can be natural, social, tangible, token or activity reinforcers that all have the same goal but look different.

An example of reinforcements could look like a token reinforcer where the students is rewarded with a ‘token’ when they do something good.

Social reinforcers can look like giving a student verbal praise when they do something correct.

Negative reinforcements can be used when a student is distracted with something during a lesson, simply removing the object that is distracting them.

Consequences and reinforcements are great ways to prevent bad behavior among students and increase good behavior.