Chapter twelve reminds us that we must be responsible in our use of behavior analysis procedures. There is one section in particular that emphasizes that the behaviors targeted for change should be those whose change will benefit the student. As we begin state testing, I think that this is an important reminder because it's easy to forget that we are serving individuals and young people. It is all to easy for our students to become numbers, statistics, or miniature pscyhological experiments.
I keep signs posted around my desk and around the room that remind me why I teach, and that I am ultimately there to serve the best interests of the children. Does anybody else have any ideas about how to keep the children's interests at the forefront?
Subscribe to:
Post Comments (Atom)
1 comment:
keeping in close communication with parents and the issues that they have to deal with in terms of addressing the needs of their children really keeps things in the right perspective.
Sometimes we get caught up in our own little realities, trials and tribulations, real or perceived, and forget the big picture...which is that we are in this to IMPROVE the lives of children and individuals with disabilities.
Post a Comment