Sebag, R. (2010). Teaching Exception children. Behavior management through self advocacy: A strategy for secondary students with learning disabilities, 42(6), p22-29.
Introduction
The article by Sebag is about using self-advocacy to manage students' behavior, especially students who are disruptive in class. The strategy that is used by the author to explain behavior management is the SABM model that is based on self-advocacy. The Self-advocacy Behavior Management model is student centered, directed and driven. The aim of the model to come up with ways to help students to improve their education and ways in both class performances, and learn how to take out their emotional frustrations in their books. The essay will summarize the article and identify the methodology used in determining how to go about the SABM model. The article is preferred because of its concentration on behavior management. Additionally, it comes up with solutions that help children with a learning disability.
For that reason, effective methods of management students’ behavior are essential as it will encourage productivity in learning and teaching environment. Various approaches have been established to come up ways to improve behavior management, but not all these approaches fit the needs of the students or educators in behavior management. Therefore, the self-advocacy behavior management model is the only tool that can help in minimizing the diverse behavior management that is presented by different students.
The model through self monitoring and frequent student teacher conferences is put in charge of the model by identifying the behavior, struggle, devising a strategy that can lucratively tackle the struggle, reflecting on the efficiency of the strategy and lastly, making obligatory adjustments for supplementary progress. Students do not have to do this on their role as educators are there to guide and coach them through the process.
Self-advocacy is a broader concept of self-determination while self-determination is the belief that all persons have the right to direct their own lives (Sebag, 2010). Self determination encompasses a broad set of skills, behaviors and knowledge that help an individual to make decisions, seek goals, explore options and understand what supports are needed for success. Self-determination promotes high levels of success and achievement rates in both academic and social lives of students suffering from disabilities. Self-determined students are well prepared to face life after school. Reason being self-determination educates students on how to set goals, solve problems, make decisions and self-advocacy. Additionally, self-determination helps students to enhance their own strengths and weakness, develop high levels of formulating goals to increase success in school. Further self-determination helps students in socializing skills. By so doing, it grants students control over their environment and boost their motivation and efficacy.
Self-advocacy is equal to students taking charge for progress and success. The model should promote student participation and contribute to IEP transition. According to the (IDEA), it states that students with disabilities ought to be included in the development of self-advocacy. This is to say that students with abilities should also be given the ability to articulate their needs, strengths as well as goals to be an essential part of the transition process.
According to Hammer (2004), SAS was effective in promoting the effective ability in identifying goals, needs, preferences and strengths. Other authors collaborated to the findings of Hammer stating that SAS model is suited to aid students to prepare for any situation. Test and Neale (2004) analyzed the effectiveness of the SAS method in increasing student participation, focusing specifically on students. He further states that the quality of verbal contribution has also been improved to their IEP meetings as an indication of self-advocacy ability.
Every research that has been conducted on self-advocacy demonstrates that there is the effectiveness of placing the student in charge of identifying goals, and coming up with strategies to achieve the set goals. These findings support the merit of forthcoming behavior management from the standpoint of self-advocacy (Sebag, 2010). Therefore, if self-advocacy works well in improving students' academics, communication, goals, transition, strengths and in promoting self-knowledge, then it should be used to promote self-managed and self-directed behavior in students.
The SABM model has five steps where the student is the primary author, and the teacher acts only as a facilitator, guide and coach to ensure that the student follows the process to the later, to achieve the ultimate goal. The first step is the Weekly Grade Report (WG) where the student and teachers have a form, which they fill on a daily basis stating down their major concerns. Students must determine and identify areas of conduct that they struggle with in daily occasions. The WG is used to record points, which students get each week for their conduct in the performance of their activities in class and outside class. For instance, homework, warm-up classes, and attending class on time among other things. The teacher makes reports by marking the students' reports and giving students' points they have earned during the week, and why they have lost points by giving a clear explanation.
The second step is the student teacher conference her both the student and the teacher have a sit down and review the weaknesses and the strengths of the students. The teacher also identifies the areas of conduct, which they feel that the student has a weakness with and guide them on how to change. These conferences are exceptional tools for promoting student academic achievement because they hub on goals set by the scholar. The conferences also help the student to accept their responsibility; self evaluate and gain communication skills.
Thirdly, developing goal and strategy at this stage the student will have identified the struggles they experience in school, therefore, developing a strategy and goal. The strategy should be specific, measurable and observable so that both the learner and the teacher can see the outcome. At this stage, the teacher should eloquent, a consequence in case the student does not meet his own goals.
The fourth step is the follow up conference, which takes place after 1 to 2 weeks. These come after setting goals and implementing the Weekly Grade. The teacher and student have an evaluative and reflective conversation on the students' success as well as whether they have reached their goals (Sebag, 2010). If the goals set by the student are not met, then the teacher can adjust the goals to be more reasonable and more achievable. The final step is the modification of the goal or strategy, where it is necessary to adjust goals in case the student is not able to reach them because they are either too high or are not reasonable. The student is anticipated to reflect on the failures and accomplishments of the goals that they have set. This should be inclusive of the goal adjustments teachers should encourage students by informing them that errors made through the learning process are not bad as they help the student reflect on achievements and success that they have made on the learning process.
According to my personal reflections on the article, I think that the SABM model is effective because it reflects on the students and concentrates on the needs of the student as an individual. By using the WG, the student and the teacher are able to understand the weaknesses and strengths. The strong point of the model is that it ensures that disruptive students are catered for, and they are made to understand that it is not right to do what they do in class. The weakness of the model is that after the second follow- up the model does not state about any other follow-ups, to ensure that the student does not get back to their previous behaviors. I agree with the model because it is beneficial to the students. Reason being people who are able to maintain their behavior can benefit from the model after their school life, and can incorporate it in their personal lives. Therefore, I would implement the model in the school to ensure that students with learning disabilities have a room for behavior change and management.
In conclusion, behavior management is achievable as it puts the interest of the student first, and the teacher is available for facilitating the model and ensure that students achieve their goals and strategies. Therefore, by using the five steps stipulated by the SABM model both teachers and students can be able to achieve much. For instance, the ineffectiveness that is brought disruptive students can be stopped and educators can have a good time teaching their students. Therefore, implementing the SABM Model in secondary schools is good for the learner and the teacher as it enhances good communication skills.
References
Sebag, R. (2010). Teaching Exception children. Behavior management through self advocacy: A strategy for secondary students with learning disabilities, 42(6), p22-29.
