{"id":192,"date":"2019-06-28T01:13:57","date_gmt":"2019-06-28T01:13:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=192"},"modified":"2024-06-10T20:47:21","modified_gmt":"2024-06-10T20:47:21","slug":"7-5-awareness-of-high-needs-students","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/chapter\/7-5-awareness-of-high-needs-students\/","title":{"raw":"7.4 Awareness of High-Needs Students\u00a0\u00a0","rendered":"7.4 Awareness of High-Needs Students\u00a0\u00a0"},"content":{"raw":"
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\r\n\r\nClassrooms are filled with a diverse student population.\u00a0To\u00a0meet the different needs of students, teachers\u00a0have to\u00a0be equipped to accommodate their learning needs. Adelman and Taylor (2002) note that about \u201c12-22 percent of all students in school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services\u201d (as cited in Marzano & Marzano, 2003). More importantly, although teachers may not be\u00a0in a position\u00a0to directly address their needs, Marzano and Marzano (2003) argue \u201cthat teachers with effective classroom management skills are aware of high-needs students and have a repertoire of specific techniques for meeting some of their needs\u201d (p. 11). According to Marzano and Marzano (2003), there are five main categories of high-needs students. Each group further has some sub-categories, as explained below. The authors also suggest classroom management strategies for each of these categories and subcategories (p.11).\u00a0\u00a0<\/span>\r\n\r\n<\/div>\r\n
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  1. Passive students\u00a0refrain themselves from criticism, ridicule, or rejection and exhibit behavior that keeps them away from the domination of others. The two subcategories of passive students are those who\u00a0fear relationships, and those who\u00a0fear failure. Teachers need to build trust and strong relationships with students, create a safe and welcoming environment, use positive reinforcement, and motivate them by rewarding their success. On the other hand, teachers also need to make sure to keep passive students away from aggressive people and withhold criticism\u00a0(Marzano & Marzano, 2003)<\/li>\r\n \t
  2. Aggressive students, as the name suggests exhibit\u00a0domination and\u00a0control people around them through their demanding behavior. They do not\u00a0worry about the consequences of their actions.\u00a0The three subcategories are\u00a0of aggressive students are\u00a0hostile, oppositional, and covert.\u00a0Marzano and Marzano (2003) explain,<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n
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    Hostile students often have poor anger control, low capacity for empathy, and an inability to see the consequences of their actions. Oppositional students exhibit milder forms of behavior problems, but they consistently resist following rules, argue with adults, use harsh language, and tend to annoy others. Students in the covert subcategory may be quite pleasant at times, but they are often nearby when trouble\u00a0starts\u00a0and they never quite do what authority figures ask of them.\u202f(p. 12)<\/blockquote>\r\n<\/div>\r\n
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    Hence, teachers need to\u00a0develop appropriate strategies to help aggressive students make the best\u00a0of their schooling. Creating discipline policy, behavior contracts, using rewards, and consequences approach have proven to help aggressive students.\u00a0Although these students seem too aggressive and resist behavioral changes, it is necessary for teachers to understand the\u00a0myriad of underlying reasons behind this behavior. Teachers need to\u00a0work with\u00a0students\u00a0individually\u00a0by creating goals, make them own these goals, foster ways\u00a0for them to achieve and celebrate successes\u00a0(Marzano & Marzano, 2003, p. 12).<\/p>\r\n\r\n<\/div>\r\n

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    1. \"\"Marzano and Marzano (2003) categorize students with\u00a0attention problems\u00a0as one category of high-needs students. The two subgroups in this category are\u00a0hyperactive\u00a0and\u00a0inattentive\u00a0students. While hyperactive students have \u201cdifficulty with motor control, both physically and verbally,\u201d inattentive students have difficulty in staying focused on tasks (p. 10).\u00a0Similar to\u00a0aggressive students, working on behavior management contracts with students is helpful. Additionally, teachers must develop strategies to enhance students\u2019 concentration skills\u00a0(Marzano & Marzano, 2003).<\/li>\r\n \t
    2. Perfectionist students\u00a0create challenging goals for them that are unattainable, hence feel low on self-esteem when they could not accomplish those goals. They are afraid of making mistakes assuming the shame and guilt associated with failure further lacking ways to cope with it. Teachers can help students set realistic goals, acknowledge mistakes, and to learn from it. Peer support also helps perfectionist students come out of this behavior\u00a0(Marzano & Marzano, 2003)<\/li>\r\n \t
    3. Socially inept students\u00a0feel lonely for their failed attempts to make and keep friends. They are often left alone due to their unusual behavior, \u201cmay stand too close and touch others in annoying ways, talk too much, and misread others\u2019 comments\u201d (Marzano & Marzano, 2003, p. 12).\u00a0 Teachers can counsel such students about social behavior, expose them to good role models, create an understanding of facial expressions, and suggest to them appropriate ways to carry themselves.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n
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      Conclusion<\/h1>\r\nResearch validates that \u201cpoor classroom management results in lost instructional time, feelings of inadequacy, and stress\u201d (<\/span><\/span>Sayeski<\/span><\/span>\u00a0& Brown, 2014, p. 119). Hence, building teacher-student relationship helps build a strong foundation for effective classroom management that in turn is a key to high student achievement (Marzano & Marzano, 2003). Ultimately, exhibiting appropriate levels of dominance, cooperation, and being aware of high-needs students is crucial for effective classroom management.\u00a0<\/span><\/span>\u00a0<\/span>\r\n\r\n\"\"\r\n

      Additional Resources<\/h2>\r\n
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      1. Webinar:\u00a0 \u00a0Reframing Classroom Management:\u00a0the\u00a0Classroom Consensus | Teaching Tolerance\u00a0<\/span><\/h3>\r\n<\/div>\r\n
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      \r\n\r\n\"\"\r\n\r\nReframing Classroom Management: The\u00a0Classroom Consensus<\/a>\r\n\r\nwww.tolerance.org\r\n\r\n<\/div>\r\n
      \r\n\r\nNeed tips for responding to student behavior and keeping learning on task? We created this webinar for you, with input from over 1,200 educators who completed our classroom management survey.\r\n
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      2. Drafting a Classroom management plan: Tips<\/h3>\r\n<\/div>\r\n
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