As Standard 1 indicates, it is an educator’s responsibility to care for the emotional and physical safety of students. This is especially true when dealing with behavioural issues that may arise in the classroom. Though there are no simple answers to dealing with problematic behaviour, several strategies and methods were discussed throughout the workshop that can help prevent behavioural issues from developing or intensifying. |
With respect to TRB Standard 1, I learned through the research for this paper that often when we look to accommodate the special needs of particular students, we are actually accommodating the needs of many. In the case of The Human Cube, I was particularly concerned with helping “Ann” build a greater sense of connectedness with both her classmates and class content in order to encourage her to attend more classes and remain in class for longer stretches of time. AsTRB Standard 1highlights, educators are responsible for the emotional safety of students. Creating safe spaces for students to recognize and embrace their individual identity is an important part of my practice.
This evidence piece for TRB Standard 1 responds to a theory put forth by Erik Erickson who states that as adolescents become aware of their new independence, knowledge and opportunities, they pass through a toddler-like state of adulthood often creating an identity crisis as they learn to balance these new freedoms with the new responsibilities that come with them (Crain, 2000). TRB Standard 1 states that teachers are responsible for fostering the social, emotional and intellectual development of students. My research for this |