Classroom Setup: Emotional Disturbance And Student Wellbeing

is a school room arrangement important for emotional disturbance child

Emotional disturbance in children is a serious issue that can have a significant impact on their ability to learn and function effectively in a classroom setting. The Individuals with Disabilities Education Act (IDEA) defines emotional disturbance as a condition exhibiting certain characteristics over a long period, including an inability to learn or build interpersonal relationships, inappropriate behaviour, a pervasive mood of unhappiness, and physical symptoms of fear associated with personal or school problems. This term is used as an umbrella for a range of disorders, including anxiety, conduct, eating, bipolar, and obsessive-compulsive disorders. As such, classroom arrangements and teaching strategies play a crucial role in supporting children with emotional disturbances.

shunspirit

Preferential seating arrangements

For instance, students with anxiety disorders can benefit from designated seating away from distractions. This can be combined with the use of noise-cancelling headphones to create a calm environment, which is beneficial for students with emotional and behavioural disorders.

Additionally, seating a student with EBD close to a positive role model can be a good strategy. This can be a peer partner, encouraging social skills development, or a teacher, to provide proximity and easier access to support.

Alternative seating options, such as wiggle cushions or exercise balls, can also be offered as an accommodation. These can provide an outlet for excess energy and help students with emotional and behavioural disorders to focus and participate in class.

In summary, preferential seating arrangements are a flexible strategy that can be adapted to suit the individual needs of students with emotional and behavioural disorders. By reducing distractions, providing calm, and facilitating positive role models, these seating arrangements support the learning and social-emotional development of students with EBD.

shunspirit

Encouraging social participation

Provide Opportunities for Social Interaction

Creating opportunities for students with EBD to interact with their peers is essential. This can be done through lunchtime groups, class discussions, or extracurricular activities. These settings provide a platform for them to develop social skills and form friendships. It is important to ensure that these interactions are supervised and guided by a teacher or counsellor to ensure positive outcomes.

Seat the Student Close to a Positive Role Model

Seating arrangements can play a crucial role in encouraging social participation. Placing a student with EBD near a positive role model can provide them with a sense of security and help them observe and emulate appropriate social behaviour. This strategy also allows for subtle guidance and support from the role model, fostering a sense of inclusion.

Partnering with a Peer

Another approach is to partner students with EBD with a peer who can encourage and support their social development. This strategy can help them feel less isolated and more connected to their classmates. The peer partner can act as a bridge, facilitating introductions and helping to initiate conversations.

Small Group Interactions

Sometimes, large group settings can be overwhelming for students with EBD. Providing opportunities for small group interactions, such as collaborative projects or group assignments, can be less daunting and allow for more focused social engagement. This approach can boost their confidence and help them develop social skills in a more intimate setting.

Social Skills Instruction

In addition to providing opportunities for social interaction, explicit instruction in social skills can be beneficial. This may include teaching appropriate ways to initiate conversations, active listening skills, and how to interpret non-verbal cues. By breaking down the components of social interaction, students with EBD can develop a toolkit of strategies to navigate social situations more effectively.

Modelling and Role-Playing

Teachers and counsellors can play a vital role in encouraging social participation by modelling appropriate social behaviour. This can be achieved through role-playing scenarios, where students with EBD can observe and practise social skills in a safe and controlled environment. Modelling and role-playing allow for immediate feedback and reinforcement, solidifying their understanding of social norms and expectations.

shunspirit

Clear rules and expectations

Develop Classroom Rules Together

While rules are important, it is crucial to involve students in the process of creating them. This fosters a sense of ownership and buy-in from the students. It is also essential to keep the rules simple and avoid public behaviour charts. Instead, consider using a private journal to reflect on the day's events.

Establish Clear Expectations

Work with the students to establish clear expectations for their behaviour and academic performance. This helps them understand the consequences of their choices and encourages them to take ownership of their actions. It is important to provide immediate feedback and use non-verbal cues or code words to address inappropriate behaviour.

Provide Structure and Routine

A predictable schedule and consistent routines are essential for students with EBD. This helps to create a calm and organised environment, reducing emotional disturbances. Use visual supports to reinforce the predictability of the routine.

Encourage Positive Behaviour

Discourage negative behaviour while rewarding and reinforcing positive behaviour. Provide positive reinforcement when students exhibit good behaviour and consider using a token economy system to reward them. This can be done through consistent and specific praise.

Offer Choices

Provide students with choices whenever possible. For example, offer them options for demonstrating their comprehension of a subject, such as a traditional paper, video, or poster. This empowers students and increases their motivation.

Monitor and Adjust

Regularly assess and monitor student progress to identify areas where they have improved and where they may need additional support. This information can then be used to adjust the teaching approach and learning materials accordingly.

shunspirit

Positive reinforcement

There are several ways to implement positive reinforcement:

  • Praise and recognition: This can be in the form of verbal praise, such as "good job!" or "you're doing so well!". It can also be more specific, such as praising a child for following directions or completing a task.
  • Rewards and privileges: Rewards can be used to motivate children to perform tasks, learn new skills, or exhibit desired behaviours. It is important that rewards are given consistently and are meaningful to the child. Privileges, such as extra playtime or a special outing, can also be used to reinforce positive behaviour.
  • Physical affection: Hugs, pats on the back, and other forms of physical affection can be used to show approval of a child's behaviour. This form of reinforcement is immediate, non-verbal, and universally understood, and it boosts self-esteem and fosters emotional bonds.

It is important to note that positive reinforcement should be used as part of a healthy parenting style and should not be the only tool used. It should be used in moderation, along with verbal praise and teaching moments. Additionally, it is crucial to be consistent with positive reinforcement and to offer rewards that are age-appropriate and affordable.

Overall, positive reinforcement is an effective strategy for encouraging desirable behaviours and promoting long-term change in children. It helps them feel valued and motivated, and teaches them positive skills and behaviours that will help them reach their full potential.

shunspirit

Calming classroom environment

A calming classroom environment is essential for students with emotional and behavioral disorders (EBD). Here are some strategies to create a soothing atmosphere that meets their specific needs:

Simple and Clear Rules and Activities:

Keep classroom rules and activities straightforward and concise. Limit the number of main rules to around three to five, and ensure they are communicated to students on the first day of class and displayed prominently. This approach helps students with EBD understand expectations and reduces potential anxiety or confusion.

Reward Positive Behaviors:

Emphasize rewarding positive behaviors over discipline. Students with EBD may perceive discipline as a personal attack, hindering their ability to learn from it. By celebrating their successes and providing positive feedback, you can foster a sense of alliance and motivate them to behave well and excel in the classroom.

Provide Mini-Breaks:

Students with EBD often struggle with maintaining focus and emotional balance for extended periods. Incorporating short rest periods or mini-breaks into the school day can help them recharge and refocus. These breaks also allow students to stretch and move around, releasing any built-up energy.

Ensure Fair Treatment:

Consistency is crucial when enforcing rules and consequences. Students with EBD may react strongly to situations they perceive as unfair, leading to negative emotions and disruptive behavior. By treating all students fairly and consistently, you can avoid triggering these responses and maintain a harmonious learning environment.

Implement Motivational Strategies:

Students with EBD often have a history of negative school experiences, resulting in a lack of motivation to succeed. Offering incentives for academic achievements, big or small, can help counter these experiences. Consistently celebrate their hard work and praise their efforts to boost their motivation and encourage positive behavior.

Brain-Based Learning Centers:

Designate specific areas in the classroom to meet different student needs. For instance, create a quiet "amygdala first aid station" for students to calm down, a "hippocampus area" with tables for studying, and a "prefrontal cortex area" for collaboration and discussion. This approach provides students with dedicated spaces to manage their emotions and learning needs.

Personalized Check-In Notes:

Use personalized notes to connect with students who may not respond well to spoken communication. Share small goals, affirmations, and requests to maintain consistent connections. This strategy helps regulate behaviors and lets students know you are present and supportive, creating a sense of safety.

Structured Emotional Support:

Implement structured emotional support strategies, such as the "2x10 Strategy." This involves having a personal conversation with a student about their interests for two minutes a day, ten days in a row. This dedicated time can significantly improve behavior and create a more positive classroom environment.

Locked Journal for Self-Expression:

Provide students with locked journals where they can safely express their thoughts and feelings. Writing can help clear mental space, allowing for positive emotions and higher-level cognitive processes. Encourage students to view their journals as trusted friends, fostering a sense of privacy and self-expression.

Choice-Making Opportunities:

Empower students by providing them with choices in their learning. Offer structured options and guide them through the advantages and disadvantages of their selections. This approach enhances student engagement and ownership of their learning process.

Mnemonic Instruction:

Use mnemonic devices to aid in memory retention and retrieval. Associate visual or acoustic cues with the concepts you're teaching. For example, use hand signals or actions when introducing new words. This strategy benefits students with behavioral and verbal problems, making it easier for them to learn and retain information.

Adjust Task Difficulty:

Recognize and accommodate the varying learning difficulties and paces of your students. Adjust the difficulty level of your teaching and class exercises to suit their capabilities. This ensures that all students can participate and learn effectively.

Interval Duration During Reading Sessions:

Break long reading sessions into shorter intervals to maintain student engagement. Stop periodically to ask questions, encourage self-reflection, and clarify points. This strategy helps improve reading comprehension and supports the cognitive process, especially for students with EBD who may have shorter attention spans.

Life-Space Interviewing:

When addressing disruptive behavior, use the Life-Space Interviewing technique. This involves seven steps, including isolating the student, exploring their perspective, summarizing their feelings, connecting feelings with behavior, exploring alternative behaviors, planning to practice new behaviors, and helping the student re-enter the classroom.

Classroom Positive Behavior Chart:

Display a positive behavior chart in the classroom to encourage and track students' behavior improvement. Include rules that promote positivity and kindness, such as "Always say 'Please' and 'Thank You'" or "Offer help to a friend in need." Model these rules yourself and use positive language to inspire students to emulate these behaviors.

By implementing these strategies, you can create a calming classroom environment that supports the unique needs of students with emotional disturbances, helping them thrive academically and personally.

Frequently asked questions

Emotional disturbance is a condition characterised by emotional and behavioural challenges that affect a child's ability to learn and function effectively in a classroom. This includes an inability to learn, build or maintain relationships, inappropriate behaviour, and a pervasive mood of unhappiness.

It is important to provide emotional and behavioural support, as well as academic instruction. Strategies include providing a calm and structured environment, encouraging positive behaviours, giving clear instructions, breaking tasks into smaller steps, and allowing extra time for assignments.

Accommodations may include preferential seating, movement breaks, frequent check-ins with the teacher, alternative seating, and noise-cancelling headphones. It is also beneficial to encourage participation in social activities and provide additional personal space between desks.

It is important to discourage negative behaviour and reward appropriate behaviour. This can be done by setting clear rules and expectations, providing positive reinforcement, and using a token economy system. It is also beneficial to provide opportunities for class participation and social interaction.

Written by
  • Aisha
  • Aisha
    Author Editor Reviewer
Reviewed by
Share this post
Print
Did this article help you?

Leave a comment