Addressing Disruptive and Non-compliant Behaviors

Addressing Disruptive and Non-compliant Behaviors

1. Identify the five components of social and emotional learning. (1 point)

• Relationship skills.
• Social awareness.
• Self-management
• Decision making.
• Self-awareness.

2. In three to five sentences, summarize EACH of the components. (1 point)

Relationship skills seek to identify whether a child’s consistent performance of socially acceptable actions promotes and maintains positive connections with others. Social awareness is the capability to interact with others in such a manner that shows respect for their ideas and opinions. Self-management is the ability to control personal emotions and behaviors. Decision making is whereby values guide the actions while self-awareness is the understanding of one’s strengths and weaknesses for improvement.

3. Identify a classroom strategy and benefit for each of the components. (1 point)

• Relationship skills- Group class assignments strengthen relationships.
• Social awareness- Group class discussions make one respect other opinions.
• Self-management- Individual class presentations show one’s emotions.
• Decision making- Critical thinking sharpens one’s ability to brainstorm.
• Self-awareness- Individual class assignments show areas that the student should improve..

  Don't use plagiarised sources.Get your custom essay just from $11/page

  GET CUSTOM PAPER

Three assignment

Reflections from Teachers of Culturally Diverse Children (PDF)

In this handout, they discuss 4 misconceptions on teacher’s views related to teaching students who are culturally and linguistically diverse and working with their families.  For this assignment, please complete the following

• In a bulleted fashion, describe each of the four misconceptions and what is true instead (2 points).
• Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.

Fact: Culturally responsive teaching is whereby the syllabus puts into consideration the various cultural values.

• Misconception 2: Culturally responsive teaching has to start with addressing implicit bias

Fact: Culturally responsive teaching does not have to start by addressing any bias.

• Misconception 3: Culturally responsive teaching is all about building relationships and self-esteem.

Fact: There is no need to develop any relations during culturally responsive teaching.

• Misconception 4: Culturally responsive teaching is about choosing the right strategy

Fact: One does not have to choose any strategy for culturally responsive teaching.

• Discuss how believing in each of these four misconceptions could have a negative impact on classroom management and effective communication and interactions with parents of children who are culturally and linguistically diverse. (1 point)

Believing in the four misconceptions outlined above could have a negative impact on classroom management and effective communication and interactions with parents and children who are culturally and linguistically diverse as the teacher may fail to be culturally competent.

• Identify four ways teachers can develop cultural competence. (2 points)
• Getting to know the community where they work.
• Knowing the cultural identities and beliefs.
• Getting to know the families of the students.
• Setting stage for information exchange.