I am a 1st time teachers aid. Any suggestions on how I might help a child with downs and behavioral issues?
110745
You might need some kind of training to deal with the behavioral problem but other than that I would say patience and love .. just let them know that you care. \n\nI have a friend and her brother has downs. When I go with her to her parents home, he has to give me a hug and tell me that he loves me ... real sweetheart he is.
1014886
Each child is different and will have different needs, but I would recommend trying several things. \n\nFirst, you might consider looking into why he is engaging in the behaviors you mentioned. Make clear and objective descriptions of the behaviors that are concerning you. Then, make some notes whenever the behavior occurs. You could make a chart with three columns: (A) What happens before the behavior, (B) What the behavior was, and (C) What happened after or as a result of the behavior. \n\nYou may find that it gets him attention from adults, or that it gets him a time-out (maybe he is overwhelmed in the situation and wants to be removed). If you see a pattern from the information you collect, you could teach him other ways to get attention or whatever he is gaining from doing these behaviors. These could include, tapping someone on the shoulder, asking for attention, handing someone a card that says, "attention please" or "all done" (to get permission to leave an area), etc. Also, make sure that you are giving him praise or a reinforcer (something he likes) when he is engaging in positive behavior. \n\nTo find out more about this technique, I would suggest speaking to your school district's autism specialist, if they have one, or special education teachers (if your son is in school). It is called "functional analysis." This is an Applied Behavior Analysis (ABA) technique. You may want to seek the advice of an ABA professional that can get to know your son and his needs. However, I would give one word of caution about this. Make sure that your ABA person also has a background in special education and child development, because many don't. This is very important.\n\nBest of luck and I hope this helps you!
117415
yeah, i can help.  i can help you be a better parent by giving you some advice:  don't do your son's homework for him.  you are sending him to school to learn, aren't you?  how is he going to ever learn how to do anything if you spend days doing his work for him?  \n\nsure, he might end up with an A in first grade, but who cares about what you got in first grade?  you could make an argument that grades are important to his future if they are high school grades, but it's far more important that he actually *learn* things at this age.\n\nsheesh.
974028
Can you clarify something for me?  Are you a middle, high, or college student....OR....are you a Teaching Assistant employed by a district?  I ask this because you may need to handle the situation differently if you are a student who assists your teacher from time to time.  When an adult, and employed through the district as a Teaching Assistant, you have every right to ask your CO-WORKER if you could talk with her privately after school re: your feelings/observations of her behavior.  Ask her if there is anything that you can improve upon within your role as an assistant.  This may cause her to share that her behavior has nothing to do with you, she may be going through some personal issues (which is still no excuse, but may help you to understand where she is coming from);  or she may completely deny any responsibility for her actions and start to work on it;  or she may point the finger at you and tell you she is frustrated with how you are assisting in the classroom (if this is the case, she should have talked about it at that moment in time, in a respectful manner while demonstrating how she wishes for instruction to be administered to students).  \n\nIf you are a student depending on a grade from her, that is a different story.  If her behavior is seriously concerning you, ask her if there is anything that you can do to improve upon your performance as her assistant (once again).  This will open things up for her to provide suggestions if there are genuinely areas in need of improvement.  Try not to bring up her behavior, as you are not officially considered a co-worker (even though her job would be much more difficult without your assistance). I also highly recommend that you DOCUMENT, DOCUMENT, DOCUMENT these occurrences of unprofessional behavior on her part, as well as what her responses were to any question you may ask her re:  your performance.  This will be extremely helpful if you need to dispute a grade, or recommendation.   If her behavior does not improve, DO NOT TAKE IT PERSONALLY!  I have been an assistant, and a teacher and I have worked with many individuals who should not be in the profession (unfortunately, it is the truth).  There are many educators who do not realize that it is also their job to lead by example, and treat students, assistants, and other personnel as they would wish to be treated.  I hope this has been helpful, and once again, do not internalize her behavior!!  It is likely that her behavior has nothing to do with you, or your performance.
142725
First of all, I think it is a great thing that he is currently being evaluated. Sounds like Aspergers is a possibility...in my opinion...but could be several other disorders.\nTo address his needs now...try to give him something to do with his hands (holding something, etc). Explaing 'personal space' by describing a 'bubble' that is around people. He may not enter someone elses bubble without their permission...but explain what he can do...shake hands, wave, hi-five. Try to remain positive and give lots of good feedback when he soes something desired...rather than lots of negative when he does something wrong. But, in order to do that you need to explain the 'rules' of what is appropriate more than once. You can even try coming up with a behavior modification system, (for example, stickers for each 10 minute period with positive behavior). I wish I could help more, but with a limited knowledge of the situation, this is the best I can do.\nOnce he is evaluated you will have the benefit of a team to work directly with him and possibly you to help him integrate into the classroom.\nGood Luck
879182
I also teach middle school and was having some problems at the beginning of this year.  I had some loud mouthed boys who forced me to be a b*tch to keep control of the class.  As a result I felt that my relationship with the "good" students was suffering.  What I did to fix this was create an incentive.  Since my problems were mainly behavior problems, I created a game called "Hot Shots".  Everyday the class worked as a team to earn points for good behavior (ex. staying quiet in transistion times, doing things the first time they're asked, keeping their mouths shut when I'm talking,etc....essentially, what they should be doing anyway)  Everytime they did something good I put a point on the board.  When they started to become obnoxious or not do what was asked of them I'd take a point away.  I also hung a Nerf basketball hoop over the door in my room.  For the last five minutes of every class I drew names out of a container and that student got to go the back of the room and shoot a hoop.  If they made it I gave them another point.  One student got to shoot for every behavior point they had earned that day.  We had a big score board on the side of my classroom where I kept track of all my classes scores as well as a count down of how many days were left of the game (we started with 30 school days...that was too long, i recommend 15-20 days) at the end of those 30 days the class with the highest score won an icecream party.  We also started off the whole game by talking about our class as a basketball team (since most 8th graders can relate to basketball).  We talked about how everyone has to play a part and work their hardest for the team to be successful.  The phrase "We win as a team, we lose as a team" became our class motto.  And we also dicussed that just like with a basketball team, we need a coach, and for the time that they are in my room, I am the "coach", so I call the shots.  It has made an amazing improvement in the room.  The kids hold each other accountable because they don't want to lose to another team, they listen to and respect me more, and my rapport with them has improved tremendously.  It gives us something common other than "school stuff" to get excited about together, which allows them to open up to me about additional things.  Maybe something like this would work for you.  Good luck
936067
I have been teaching young children for twenty years.  We use a variety of behavior management techniques.  Here are a few:\n\nProximity Control:  This is the easiest behavior management strategy, and it works much of the time.  Proximity Control means putting yourself where the action is.  Sit on the floor or at a table with the children.  Play with them or involve them in conversations.  Often just having a teacher nearby prevents problems before they even start.  \n\nModeling:   Children learn from watching us so always think about what you are doing in the classroom.  If you want children to lower their voices, then make sure you’re not yelling.  If you want children to be polite to one another, you also need to be polite.\n\nDistraction:  Sometimes you can head off an inappropriate behavior before it gets out of control, by offering an alternate activity.  This is especially effective with younger children.  \n\nRedirection:  Similar to Distraction, Redirection works by taking the emphasis off the inappropriate behavior and replacing it with a positive behavior.  The difference is that Redirection involves actually moving the child to another area of the room.  For example if two children are arguing about who can build on the block rug, you could help one child find an alternate space to build.\n\nLimited Choices:  If a child is having a difficult time controlling his or her own behavior, we can help by giving more structured choices.  This is especially helpful if a child seems to be overly excited or stimulated by the activity in the classroom.  Make sure the child always has at least three choices to pick from.  (For example, “I’m going to help you calm down a little.  Right now, you can choose to draw, read books or paint at the easel.”\n\nTime Alone:  Sometimes a child has an extreme amount of difficulty controlling his or her behavior and it is necessary to remove the child from other people for a short time.  This is usually only done when there is the threat of danger to the child, another person or equipment.  If you need to remove a child for a short time, find a place where he or she can be alone (within view of a teacher) and give the child something to do. We never use “time-outs” as a punishment.  Our Time Alone is a way for the child to calm down and regain control.  We should not have a child sit alone for more than 3-5 minutes for this age group.\n\n\nLogical Consequences:  Sometimes it is appropriate to give a consequence for a negative behavior.  If you chose to use a consequence as a behavior management technique, there are two things to remember:\n\n1. The consequence always needs to be logical.  This means that it has to make sense to the child.  If a child knocks down a friend’s block tower, it makes sense that he or she helps to rebuild the tower.  It does not make sense for that child to miss gym time later in the day. \n\n2. The consequence should take place as soon as possible after the behavior.  Even our oldest children can’t always remember what they did two or three hours ago.\n\nFamily Support:  We talk to children’s families about their behaviors on a regular basis.  This isn’t so that we can “tattle” to the parents about what happened during the day.  Rather, it is important that the children understand there is a link between school and home, and that the family and teachers are a team.\n\nHope this helps!  Good luck at your interview.
203461
I am guessing that you are a 7th grade teacher.  And, I would further venture that you are fairly new in your profession.  Thirteen year old girls are quite prone to their emotions, things can seem rather drastic to them.  Is there a chance that what she is telling you is true? Definitely.  Not all abused/neglected kids are unkempt and come from families would fit a particular stereotype.  That is HER reality right now.  Next time you see her, it could be different.  Re read what you wrote in the further details:  "I do not know how to deal with this situation...."  Stay within your scope.  Do what you do best, teach.  Hand the emotional issues off to the people who are trained in these issues.  \n\nRefer her to a Guidance Counselor AND continue to listen.  Discuss any new information she gives you with her Counselor.  I think it may be wise for YOU to ask the Guidance Counselor how you might stay more objective when these sort of things are brought to your attention.
443318
The best way to teach children is to encourage.  Criticizing never works.  Small treats and rewards are good ONLY if they really deserve them e.g. if they get full marks on a test.  Never humilitate a child in front of his/her classmates.  That will deflate his confidence in an instant.  Is this the kind of info you were looking for?
58870
depends sometimes its headstart, preschool or even Kindergarten. Should ask local ISD they could help out.
620777
Loook i can't advice, but thats a great idea. Start out by maybe pasting signs on the schools walls or soemthing, but call it esay help
629257
while I can not quote a theorist - they live in La la land - having not stepped a foot in a REAL classroom...but I know from teaching in special education...\n\nDo not yell!\nuse positive reinforcement techniques...like "I caught you being good (being smart, being kind, being well behaved...) then chart that on the chalk board - so other kids can see.\n\nmaybe reward the few kids that respond to this with a frozen Popsicle or fudge bar
342949
Honestly I don't sorry, but if there's somthing wrong with the teacher, as if their hitting kids, or yelling at/intimidating them. REPORT THEM IMMEDIATELY!, I had a 3rd grade teacher who made almost every single kid in my class cry (I was the only one who didn't because I have a psychological abnomality that dosn't allow me to portray my emotions correctly), Please don't let your or anyone else child continue to be abused by a bad teacher. If the teacher is awesome though, cool deal. I would sit in during a few classes (if not working) and check out the teacher yourself though. First thing always though, believe the children who attend the class, if you need a really good review of a teacher ask their students what they are like.
995437
A good teacher will seek additional help for the child as well as work as many interventions into the classroom as possible.  Discussions with parents and other school staff would also be happening.   Also, talk with the student, sometimes knowing you have someone trust worthy to talk to can help a lot!
754564
I find that giving a child with special needs a "buddy" who is "typically developing" tends to help.  I usually choose a girl who is a little (how shall we say?) bit of a leader.  Girls tend to have a little more of the nurturing and protective element.  Choose one person to help out the other child, makes sure that they get their assignments, stay on task, do their work... just be a reminder for the child with special needs.  Talk with the children truthfully about the child's qualities and needs.  "Yes, Joshua can write, but he can't speak very well yet."  Tell the other children what they can do to help him out.  "Erica, since you are good at understanding what Joshua wants, can you make sure that he gets what he needs to do his work?"  Praise the children for sticking up for their friend (this is especially hard in 2nd on up- the kids are starting to really notice differences).  Build a sense of community within your classroom, and expect that the children take care of one another outside of it as well.  Show the children what the child with special needs can do well, and try to find the similarities.  If the child with special needs is really into baseball, find another child in the class with the same interests who can talk about them with them.  Mostly, it is all about fostering a sense of belonging with all the children, pointing out everyone's achievements, and having a sense of comraderie.
1094214
Inhispresence, I commend you for looking for ways to touch the lives of your young ones.  I just "retired" (had to leave for medical reasons) from teaching first graders in an impoverished area and was constantly looking for ways to reach my kids.  Here are some things I learned:\n\n!. Don't be afraid to tell the kids that you love them.  Some of them never hear it at home.  Back it up (aka: more than words), by doing things to show them that you care.  One of the best/most effective way to show your affection is by running a tight ship diciplinewise-being fair and consistent everytime.  I have found that when children know you love them, they will expend every bit of energy and talent they have to achieve what you ask them to do.  \n\n2. Don't be afraid to praise.  But, make sure you're not giving empty praise.  Meaning, instead of saying "Good Job!" leaving the kid to wonder what you're talking about.  Say "Karen, you spelled 'thought' correctly!  That's great work!"\n\n3.  In every lesson, tell them how they can use what they are learning in the real world.  If they don't think what they are learning is important...Why bother??  \n\n4. Use fun things that they like to do (ie writing letters to their favorite tv/movie stars or sports heros) to teach something they need to learn in Language Arts.  My favorite elementary school teacher was Miss Sylvia Teauge, now deceased.  She let us write letters to our favorite stars.  At that time, I was in third grade, my favorite star was (don't laugh!!) Cher!!  I wrote her and she sent me an autographed postcard back!!  I was in HEAVEN!! Man, do I wish I would have kept that thing!!  \nThis requires getting to know your students on a more personal basis and finding out about the things they like to do.\n\n5.  Use recipies whenever possible to teach concepts.  Food brings people together.\n\n6. Give your kids access to the best materials to work with.  In your writing center, provide lots of different types of papers, writing instruments, things they can use to illustrate their work.  I bought a tool chest (one with about 30 drawers) and filled it up with all sorts of things like shells, googly eyes, sequens, pom-poms, stickers, etc. so they could use them in their writing.  I got excellent results.\n\n7. Let the kids know they are part of something bigger than themselves.  Kids are very egocentric.  However, if you expose them to experiences outside of their realm, they really shine.  Ways you can do this:  get them penpals from another school/county, same grade (write about things you are studying); get them involved in music or sports; get them involved in community service.  We had our first graders go to a local nursing home and preform their PTA songs.  We took along cards and some refreshments.  The kids were really proud that they had made someone's day!!\n\n8. Show the children that you value their work.  Get papers graded and back to them quickly.  Post their work on the walls of your classroom and in the halls of the school.  Allow them to go to a computer and type their final drafts of their papers.  Pick some of the best work from each of the students and ask another teacher, perhaps the gym teacher or one of the "specials" teachers or even the principal, to read and comment on how well the work was done and sign in.  When a child did an exceptional job in my class, I would let the child call his/her parents on my phone and tell them about their success.  I would also talk to the parent and tell them how proud I was of their child's accomplishment.  Calls like these make it easier, too, later on when you need to make calls about dicipline issues.\n\n9. Whenever you can, make things a contest or a game.  We had a reading contest going where I made each student a little truck (that they illustrated) and as they read in minutes, they got to drive their truck across a US map.  The first to reach
583879
Talk to the director first. Tell her that it may harm children's respect to the teacher if she does that. \nIf it doesn't work, talk to the board members.\n\nBut before you do all these, secure the next job first in case it doesn't work out.