How Teachers of students with EBD become more Effective Teachers

How Teachers of students with EBD become more Effective Teachers

Students with emotional and behavioral disorders (EBD) often find controlling their behavior and concentrating on their classroom work challenging. As a result, EBD learners commonly lack the emotional balance and impulse control needed to handle social relations with other learners effectively. This can also be frustrating even to the teachers, but teachers are taught diverse instructional strategies to be effective EBD educators.

One of the ways tutors of learners with EBD become effective is by teaching academic content explicitly. Effective teachers for learners with EBD actively teach their learners by demonstrating skills, conducting several effective practice opportunities, explaining, and frequently reviewing concepts (Yell et al., 2013). EBD learners are likely to get off-task; therefore, explicitly teaching the content through demonstrations and conducting several practice opportunities helps them become more engaged and active during learning. Teachers for learners with EBD become effective by teaching with much emphasis and proceeding with small steps, checking students’ understanding, and achieving successful and active participation by all learners (Yell et al., 2013).

Secondly, teachers for learners with EBD should keep activities and rules simple and clear. Learners with EBD and others will struggle if teachers impose a lengthy list of complex demands and rules. Therefore, an effective teacher for students with EBD must keep the classroom rules broad but simple, with main guidelines not exceeding five guidelines. Also, they should inform learners about the rules on the first day of class and pin them in the class.

Finally, teachers for students with EBD can be effective by matching assignments to learner ability. Yell et al. (2013) note that learners are more likely to show inappropriate behaviors when there is a discrepancy between student ability levels and academic task demands. Therefore, students tend to misbehave means when teachers give them difficult assignments. As such, teachers must give assignments matching the learners’ abilities.

References

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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Important items to remember

When you answer a question, please submit the question at the top of the paper. This is very important. When I am grading, I am grading answers from multiple courses and various answers for each course. This helps me tremendously. If you don’t write the question, you can’t receive full points.
Unless a question says list, it is an essay question in nature. I use these questions to determine how well you write. I give these instead of tests, so do your best. I attached an example of how to answer an essay question at the bottom of the syllabus.

How Teachers of students with EBD become more Effective Teachers

You must check your grammar and spelling, and you must use paragraphs. Surprisingly, I have multiple students that do not use paragraphs. The answers without paragraphs are just too hard to follow. If you have questions about using paragraphs, here is a website to pull up. https://www.literacyideas.com/writing-perfect-paragraphs/ (Links to an external site.) Links to an external site. You may need to cut and paste it into your browser.
Again, this course is self-paced. You may turn in your assignments as you go. I would turn in one or two quickly so that you can get feedback. Please do not wait till the last minute to turn it all in.

HOW TO ANSWER AN ESSAY QUESTION
Helpful Hints

Read the questions very carefully at least 2 or 3 times.
Circle the main verb (= action verb/imperative) in the question and decide on the necessary rhetorical strategy for answering the question (cause-effect, comparison-contrast, definition, classification, problem-solution).
Make sure you understand what type of answer the main verb calls for (a diagram, a summary, details, analysis, and evaluation).
Circle all the keywords in the question.
Decide if you need to write a 1-paragraph or a multi-paragraph answer.
Write a brief outline of all the points you want to mention in your answer.
Restate the question and answer it with a topic sentence (for a 1-paragraph answer) or a thesis statement (for a
multi-paragraph answer).
Answer the question according to the general rules of academic writing. Use indentations; begin each paragraph with a topic sentence; support the topic sentence(s) with reasons and/or examples; use transition words to show logical organization; write a conclusion. Use correct punctuation throughout.
Read over your answer again and check if all the main ideas have been included.
Check your answer for grammar and punctuation.