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Essay / Research Paper Abstract
This 4 page paper provides an overview of the methods for succeeding in the teaching of difficult students. This paper helps to determine the best approaches. Bibliography lists 1 source.
Page Count:
4 pages (~225 words per page)
File: MH11_MHTeaFin.rtf
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Unformatted sample text from the term paper:
who often resist traditional educator roles in the school setting. Though many different strategies have been proposed to provide positive educational support for difficult students, three particular strategies appear
to be the most applicable for the student population I instruct: 1. building trust; 2. teaching appropriate behaviors; and 3. defusing confrontations. The
first strategy, building trust, may be the most difficult to implement, but it is also a necessary "priority in succeeding with difficult students" (Canter and Canter 18). Building trust
means demonstrating consistency, both in expectations and reactions, and promoting positive trust-related behaviors through reliable, predictable and honest interactions. Though many "difficult students" enter the educational environment with a
deficit of trust, they must be taught that trust is possible. In addition, it is necessary to show these students that the educator is a person who can initiate
trust, both by demonstrating a level of trust in the child and by responding in appropriate and thoughtful manners to breaches in trust. The notion of being proactive vs.
reactive is clearly a part of this process; when expectations are outlined and goals set for the student, the student engages in predictable patterns of behavior that are linked to
trust. The second strategy, teaching appropriate behaviors, is linked to the concept of trust and the strategy of building trust. Many times children entering the educational setting are unaware
of expectations and appropriate responses and behaviors. When a child experiences negative modeled behaviors, their behaviors are underscored by their environment. Reactionary behavior on the part of parents
and educators, then, can support reactionary behaviors on the part of the student, leading to negative assessments of these reactions. As a result, educators must model positive behaviors and
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