Portfolio Resource For EBD Introduction Teachers

Portfolio Resource For Ebdintroductionteachers Are Often Considered S

Teachers are often considered some of the most influential people in an individual's life. Teachers can have a profound effect on their students, both academically and personally. A teacher's warmth, encouragement, and caring approach demonstrate respect for students. Students remember their teacher's compassion or lack of compassion throughout their lives. Students may perceive teachers as unfair, controlling, or mean, even to the point of intentionally embarrassing each student.

It is this type of teacher that makes students vow that they will never treat someone else like that, especially a child. Teachers take all their prior experiences and beliefs into their classrooms (Pajares, 1992). According to Dilts (1999), beliefs are "judgments and evaluations made about oneself, others, and the world." These beliefs are generalizations one takes to the classroom about the causation or the meaning of student learning, behaviors, and social skills. Teachers must be aware of their beliefs before they enter the classroom, as beliefs influence classroom management, student evaluations, and teaching performance (Pajares). Beliefs and generalizations provide the underpinnings of how teachers view their classrooms and the role they will play within the educational environment.

Teachers need to enter the classroom with a belief that all students learn differently, at different rates, and in different timeframes. Some students will be interested in some topics while others will not. Patience and the belief that all students can learn in their own personal ways and timeframes will help teachers stay engaged and encouraged in the classroom.

There is a common misconception in educational settings that people learn best by teachers simply providing information and students writing the information down with paper and pencil. Today, there is a plethora of research that disputes this belief because knowledge is a constructive process (Hegland & Andre, 1992).

Learning is about many more things than just academics. Classrooms are social environments where students take part in experiential learning, knowledge exchange, and rote memorization. Teachers have a diverse set of skills, information, and knowledge, but the many demands of the educational environment leave them pressed for time. Teachers today cannot always wait for individuals to process information in their own time. Differences should be celebrated, but too many times people are stigmatized and segregated due to these differences.

The more severe students with EBD may have to be separated from the mainstream more often to help ensure safety. However, the goal is for them to learn how to survive in society without segregation. Early interventions by the specialized education team are critical for success and independence. Developing an effective individualized education plan (IEP) is essential, but sometimes, conflicting beliefs among team members impede progress.

Conflicts often arise due to areas of expertise and personal attitudes, such as teachers’ beliefs about student capabilities or their comfort level with certain student behaviors. Some educators may feel unprepared or unwilling to teach students with EBD, resulting in slower progress. The current trend of inclusion faces barriers from attitudes and decisions made by administrators, teachers, and students themselves. A lack of empathetic understanding and limited experience can hinder effective inclusion efforts.

Students with emotional and behavioral disorders often confront social stereotypes, such as being perceived as inherently slow learners or incapable of learning. These unfounded stereotypes can lead to emotional harm and affect self-esteem. It is crucial to recognize that student achievement should not be solely based on IQ scores or assessments, as many students with EBD may have high intelligence levels that are not reflected in traditional testing.

Teachers of students with EBD are in high demand but face risks of burnout, especially in high severity settings, with tenure often limited to 4–5 years. Successful teachers often develop strategies for maintaining well-being, including creating positive classroom environments, self-care routines, and professional support networks. This holistic approach helps sustain the motivation and health of educators committed to working with challenging populations.

Paper For Above instruction

The role of teachers in special education, particularly for students with Emotional and Behavioral Disorders (EBD), is both vital and complex. These educators not only deliver academic content but also shape students' personal development, social skills, and emotional resilience. Recognizing the profound influence teachers wield, it is essential to explore the beliefs, strategies, and challenges associated with teaching students with EBD to ensure both student success and teacher well-being.

Fundamentally, teacher beliefs significantly influence classroom practices and student outcomes. Pajares (1992) emphasized that teachers’ preconceptions and attitudes shape their management style, instructional methods, and interactions with students. For teachers working with EBD students, fostering a belief that all students possess the capacity to learn is crucial. Patience and flexible pedagogical strategies accommodate individual learning paces and styles, promoting an inclusive and supportive environment. This perspective counters outdated notions that learning solely occurs through passive reception of information, recognizing instead that learning is a constructive and social process (Hegland & Andre, 1992).

In classrooms with students with EBD, behavioral management and socialization are intertwined with academic instruction. These students often require tailored interventions, and the development of robust IEPs is essential for guiding effective teaching practices. However, conflicts among team members, rooted in differing beliefs or professional backgrounds, can hinder progress. Effective collaboration requires open communication, mutual respect, and a shared commitment to the student's success, aligning with the principles of inclusive education.

Inclusion remains a progressive trend in special education, advocating for integrating students with EBD into regular classrooms whenever possible. Yet, barriers such as limited district resources, teacher discomfort, and societal stereotypes can impede this goal. Teachers and administrators must cultivate empathy and understanding, challenging stereotypes that portray students with EBD as incapable of learning or unworthy of inclusion. Recognizing that many of these students possess high potential yet require appropriate supports is key to fostering equitable educational practices (Lupart & McKeough, 2001).

Addressing the social and emotional needs of students with EBD often demands a shift in school culture. Establishing a positive classroom climate, where respect and understanding prevail, facilitates emotional regulation and social skills development. Teachers need to balance authority with compassion, providing consistent routines and clear expectations to manage behaviors effectively. These strategies contribute to reducing behavioral incidents and promoting student engagement.

Teacher burnout presents a significant challenge in special education. Working with high severity students can be emotionally taxing, and the risk of burnout is amplified by limited resources, high workload, and emotional stress (Larwood & Paje, 2009). To combat this, teachers should prioritize self-care, including maintaining a healthy work-life balance, seeking professional support, and engaging in hobbies and social activities outside of school. Creating a positive and supportive professional network enables teachers to process challenges and share effective practices, fostering resilience over the long term.

Furthermore, ongoing professional development is vital. Training that enhances understanding of EBD, behavior management techniques, and inclusive pedagogies equips teachers with the tools necessary to succeed. Such development not only improves student outcomes but also boosts teacher confidence and reduces feelings of helplessness.

In conclusion, effective teaching of students with Emotional and Behavioral Disorders demands a combination of empathetic beliefs, collaborative practices, classroom management skills, and self-care strategies. While challenges like burnout and societal stereotypes pose obstacles, dedicated educators can overcome these through professional growth and community support. Ultimately, fostering an inclusive and positive environment benefits all students and contributes to the development of resilient, capable learners and teachers alike.

References

• Dilts, R. B. (1999). Sleight of mouth: The magic of conversational belief change. Meta Publications.
• Hegland, S., & Andre, T. (1992). Helping learners construct knowledge. Journal of Educational Psychology, 91.
• Larwood, L., & Paje, V. (2009). Teacher stress and burnout in deaf education. Academic Exchange Quarterly.
• Lupart, J. L., & McKeough, A. (2001). Supporting inclusion. Exceptionality Education Canada, 11(3), 1-8.
• Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
• Reaganick, T. (1994). Using computers to initiate learning for students with severe behavior problems. T H E Journal.
• Ellis, W., Worthington, R., & Larkin, D. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators. NCITE Research Synthesis: Reading and Diverse Learners.
• Larwood, L., & Paje, V. (2004). Teacher stress and burnout in high severity classrooms. Education and Practice Journal.