SESSION GUIDE FOR ACCOMODATING LEARNERS WITH DIFFICULTY IN DISPLAYING INTERPERS

SESSION GUIDE FOR ACCOMODATING LEARNERS WITH DIFFICULTY IN DISPLAYING INTERPERSONAL BEHAVIORS 1 | P a g e LEARNERS WITH DIFFICULTY IN DISPLAYING INTERPERSONAL BEHAVIORS Session Guide I ( Who am I? ) I. Greetings Good day everyone. I am ________________________ . I will be facilitating the session on identifying learners with difficulty in displaying interpersonal behaviors. II. Introduction Say: Misbehavior of learners is one of the common challenges faced by teachers in classrooms around the world. Misbehaving can be a result of lots of stress in a person at an early childhood to old age, caused by lots of factors that lead to difficulty in displaying interpersonal behaviors. Sometimes, it is intensified by many situations. When not addressed properly, learners develop deep problems that can lead to Emotional and Behavioral Disorders (EBD). Learners with difficulty in displaying interpersonal behaviors can hurt other learners and teachers and make environment unsafe. It is the fundamental right of every child to be given equality education just like regular learners.Thus,various interventions, behavioral support, accommodations have been designed for schools and teachers that can be integrated school-wide in every classroom. Objectives: At the end of the session, the facilitator is expected to: 1. identify the common indicators of learner with difficulty in displaying interpersonal behaviors 2. use assessment checklist in identifying learners with difficulty in displaying interpersonal behaviors III. Time Allotment ( 90 mins) IV. Materials (Why am I an Angry bird) white bond paper, crayons or marker, Behavior Checklist (Angry Paper Toss) white cartolina, markers, napkins or toilet paper, tape, and a container of water V. Procedure A. Priming Activity ( 20 minutes) Game: Why am I an Angry bird? Procedures 1. Ask the participants to talk about the things that made them angry. Tick the observed manifestations. 2 | P a g e 2. Let the participants draw a picture of their body on white bond paper and color the parts of the body with red where they feel angry at. 3. Let the participants list helpful ways on how they manage anger. Directions: Mark all behaviors that you usually do when you get angry  kick, push, hit  slam doors  yell / shout  cry  throw things  run away  curse  hurt him/herself  talkback  threatened others  Pretend that I’m not angry  Use the silent treatment  Call people names  Tease or make fun of others  Insult and make smart remarks Note:Share your answer with the group.( Call 2 or 3 participants to share their answers.) Present Video Clip EBD Awareness B. Analysis (10 mins) 1. What peculiar behaviors have you observed with the girl in the video clip? 2.In what specific area does the girl seem to have difficulty? C. Abstraction ( 40 mins) Present the common indicators of Learners with Difficulty in Displaying Interpersonal behavior through powerpoint presentation. 1. Bullies and threatens classmates and others 2. Initiates physical fights 3. Has little empathy for others and a lack of appropriate feelings of guilt. 4. Lies to peers or teachers 5. Steals from peers or the school 6. Shows fearfulness and apprehension 7. Has difficulty in mingling/interacting with others 3 | P a g e 8. Has low self-esteem masked by showing boldness intended to impress or intimidate 9. Afraid of consequences of activities 10. Constantly seeks affirmation from others. 11. Deliberately annoys others. 12. Worries about things that might happen or have happened. 13. Criticizes self and others. 14. Avoids things or places or refuses to do things or go places 15. Expresses feelings of worthlessness, hopelessness 16. Blames self and others for one’s mistakes or misbehavior 17. Has lack of interest in classroom / school activities 18. Thinks or talks repeatedly of suicide 19. Afraid of failure, rejection and embarrassment 20. Avoids work activities that involve contact with others 21. Flatters and manipulates other people’s emotions 22. Has the tendency to use and abuse prohibited drugs and alcohol 23. Defies and refuses to comply with rules and teacher’s requests D. Application: ( 10 mins) Identify one pupil from your class who shows difficulty in displaying interpersonal behaviors by using the checklist. Interpersonal Behaviours Checklist Name of Pupil: Age: Date of Observation: Indicators Yes No 1. Bullies and threatens classmates and others 2. Initiates physical fights 3. Has little empathy for others and a lack of appropriate feelings of guilt. 4. Lies to peers or teachers 5. Steals from peers or the school 6. Shows fearfulness and apprehension 7. Has difficulty in mingling/interacting with others 8. Has low self-esteem masked by showing boldness intended to impress or intimidate 9. Afraid of consequences of activities 10. Constantly seeks affirmation from others. 11. Deliberately annoys others 12. Worries about things that might happen or have happened. 13. Criticizes self and others. 14. Avoids things or places or refuses to do things or go places. 15.Expresses feelings of worthlessness, hopelessness 16. Blames self and others for one’s mistakes or misbehavior 17. Has lack of interest in classroom/school activities 18. Thinks or talks repeatedly of suicide 19. Afraid of failure, rejection and embarrassment 20. Avoids work activities that involves contact with others 21. Flatters and manipulates other people’s emotions. 22. Has the tendency to use and abuse prohibited drugs 4 | P a g e and alcohol? 23. Defies and refuses to comply with rules and teacher’s requests Share your answer with the group.( Call 2 or 3 participants to share their answers.) Concluding Activity (10 mins) Angry Paper Toss (Peterson, 2015) Procedures 1. Let the participants list down on cartolina situations or individuals that make them angry. 2. Post a cartolina on the wall. 3. Dip the tissue paper in the water and throw it at the cartolina 4. Then, ask them how it feels after they tossed the wet paper at the cartolina. References 1. (Inciong, T., Quijano, Y., Capulong, Y., Gregorio, J., Gines, A., 2007) 2. https://www.youtube.com/watch?v=TM7hY6jHuBk Prepared by: CRISPIN L. PAMPLONA,SPET -I Region VI-Passi City Division MELITA B. JAVIER,SPET- 1 Region IV- A- Lipa City Division SHERLY K. LATDJAUDDIN, SPET-1 ARMM- Tawi-tawi Division MARIA ELENA T. PARAS Education Program Supervisor Region VII- Cebu Province Division LEARNERS WITH DIFFICULTY IN DISPLAYING INTERPERSONAL BEHAVIORS 5 | P a g e Session Guide II ( CATCH ME BEFORE I FALL ) I. Greetings Good day everyone. I am ________________________ . I will be facilitating the session on identifying learners with difficulty in displaying interpersonal behaviors. II Introduction Say: Learners experiencing difficulty in displaying interpersonal and those diagnosed with Emotional and Behavioral Disorder (EBD) by medical specialists have to be provided with adequate instructional environment supportive social-emotional climate, and systematic process of identification and intervention in schools (Smeets 2009). Objectives: At the end of the session, the facilitator is expected to: 1. establish an adequate instructional environment for learners with Emotional and Behavioral Disorder 2. create a supportive social emotional climate 3. institute systematic identification and intervention III. Time Allotment ( 150 mins) IV. Materials bond paper, Box, pictures of emoticons, Stress balls, Play- dough, Bubbles, Calming music, Paper, pencil, crayons, markers, Book V. Procedure A. Priming Activity (20 mins) Lights, Camera, Action! Procedure 1.Each group will be given a situation written on a strip of paper . 2. Present in form of dramatization. B. Analysis ( 20 mins) 1. What are the different behaviors being observed? 2. How will you handle such situation. C. Abstraction ( 60 mins) ADEQUATE INSTRUCTIONAL ENVIRONMENT 1. Arrange classroom setup to foster calm and safe environment and accommodate wide range of motivational and developmental variation among learners. 2. Provide ‘study buddy’ 3. Provide equal opportunities among the learners 4. Clearly state posted expectations and consequences 5. Assist student in setting short term goals 6. Place the learners near a door to help them feel they can quickly leave the classroom or sit beside the teacher. 6 | P a g e 7. Develop private signal from learner to teacher to request help or directions 8. Instruct learner to answer in a moderate voice. 9. Adapt assignment to minimize writing 10. Give frequent short quizzes rather than long exam 11. Grade performance relative to own growth and improvement 12. Inform learner on his/her time to recite. 13. Ask simple questions regarding learners’ knowledge. 14. Extend time for enrichment/remediation. 15. Give clear instructions to the learners. 16. Allow tests to be taken in a quiet and distraction-free environment. 17. Modify test items based on the learners learning level. 18. Inform the learners’ schedule of the upcoming examinations. 19. Minimize destruction by providing individual desk, provide free access to different parts of the classroom, make teacher desk relatively accessible for every learner and classroom rules must be visible. 20. Alternate short concentrated work periods with breaks. 21. Identify teaching-style/student match (e.g. structured, nurturing, etc.) 22. Conduct small group instruction 23. Alternate high and low interest tasks 24. Provide choice of tasks 25. Utilize areas of strength to encourage expression 26. Reduce amount of required copying from board 27. Adapt assignments to uploads/Management/ session-guide 9 .pdf

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• Détails
• Publié le Mai 10, 2021
• Catégorie Management
• Langue French
• Taille du fichier 0.8048MB