Students learn skills to navigate school, relationships

Students learn skills to navigate school, relationships


We are going to start to
talk about, just to see if we can even recognize the
emotion today, guys, and then we’re gonna talk
about some specific ones. For the past six years
at Mullan Road Elementary resource teacher Dana
Love and speech language pathologist Andrea
Egger have collaborated, teaching social skills to
small groups of students. Our goal is for the
kids to have better relationships within their
classroom, but to also be able to remain
in the classroom. Most of the students
in their groups have individualized
education programs. Some with behavior
disorders or trauma inhibiting their
success in school. I think schools within the
district and country are frustrated with what to do
with kids that are coming to school less and less
equipped to learn, and how are they taught to deal
with this stuff that they aren’t explicitly taught. These groups give students
a place to practice skills like classroom etiquette,
making good choices and dealing with conflict. How to look like a
student, how to be a student, and when we’re
having those moments, where we’re going up the
scale, when we’re becoming a three to a four, how are
we going to then deal with that. What does it look like,
what does it feel like, and then a
solution to the problem. Egger and Love check in
with other teachers and other staff throughout the
week to determine which specific skills to target. So we say: here’s the kids
that we see, if you’re having problems, please
let us know, leave a little slip in our
box, and we address those problems
within this group. The whole lesson will be
based on whatever it is that week. Even if we have something
planned, we have a schedule for the whole
year, we just get rid of that and we say we’re
gonna just teach what they need at the
time they need it. They use a range of tools,
activities and programs to find what works best
for each individual. The end goal is that the
students learn strategies to calm themselves
before creating class disruptions. What teachers face
everyday in trying to cope with all of the demands of
that they have, and then they get a child who’s
completely disruptive, throwing things, not
wanting to work; and teacher’s thinking, how do
I get to everything I need to and get to
the student, too. I feel like we’re that
soft place, that kinda that place where they can
depend on us to kind of address those issues in
this kind of environment; teaching those kids
how to cope, giving them strategies, sharing
those strategies with the teachers and then the
teachers kind of go, huh, maybe I can do this. The kids are able to be
students, they’re able to remain in the classroom,
so that alone makes the program successful, just
decreasing the impact of the behaviors, decreasing
the impact of the kids not getting how to do school. That is a good choice. Can you try one,
what angry looks like.

Author: Kennedi Daugherty

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