This edition of NASET’s Practical Teacher was written by Patricia Mason, Ed.D. The purpose of this article is to report on the implementation of an inquiry approach to learning that supported the academic and emotional needs of a class of elementary school male students classified with emotional and behavioral disturbances (EBD). The students’ participation in a hands-on science activity increased the understanding of the challenges faced in a self-contained class. The activity demonstrated that active learning increased interest in learning and decreased students challenging behaviors. The observations indicate that when teachers offer students active ways of learning, students with behavioral difficulties become motivated, involved, and intuitive learners.
Abstract
The purpose of this article is to report on the implementation of an inquiry approach to learning that supported the academic and emotional needs of a class of elementary school male students classified with emotional and behavioral disturbances (EBD). The students’ participation in a hands-on science activity increased the understanding of the challenges faced in a self-contained class. The activity demonstrated that active learning increased interest in learning and decreased students challenging behaviors. The observations indicate that when teachers offer students active ways of learning, students with behavioral difficulties become motivated, involved, and intuitive learners.
Introduction
Students with special needs, especially those with emotional and behavioral disturbances (EBD) often experience academic failure and overall frustration with learning. Male students of color in particular are overrepresented in both referral and placement in the most restrictive special education placements which can deny them access to learning opportunities (Obiakor, 2002). The misinterpretation of these students’ communicative style and learning needs often causes teacher – student conflict, leading to both lower expectations as well as special education referrals (Irvine, 1990). Learning characteristics such as deficits in processing, memory and attention, alongside behavioral problems can stymie teachers’ instructional plans (Lembke, 2006). Even though, most teachers have cognitive understandings of the external and environmental characteristics which interfere with learning and social interactions of students, their responses do not necessarily reflect their comprehension of the reality that their students’ behaviors can alter a teacher’s own expectations.
Interventions and accommodations that enable students to manage their behavioral difficulties in classrooms should support their academic progress. Empathy for emotional and behavior disturbance relies on knowledge of the disability as well as use of strategies that help students to avoid the pitfalls of the factors that engulf the disability. Furthermore, the frequent use of punitive responses to the impulsive, disruptive and aggressive behavior generally interferes with the use of creative and engaging teaching initiatives which can have a better chance of effecting change in learning environments.
Inquiry based activities introduce students to varying ways of understanding content and their own learning approaches. Since all students must have access to grade level curriculum, interactive and multi-sensory learning tasks can be appealing to students who struggle with emotional and behavioral challenges. Furthermore, activities which enable students to interact with each other as well as the teacher are powerful tools of cognitive, social and physical engagement. Teachers’ incorporation of diverse learning opportunities suggest an appreciation that a keen understanding of students’ needs can lead to improved teaching and learning in the classroom which supports all learners but can be lifeline to students who find themselves frequently out of control.
Review of Literature
Students unable to control their behavior to the point that it interferes with their learning and that of their classmates are often referred for special education services. They bring a varied and unpredictable variety of behaviors into a classroom (Abrams, 2005) which leads to school failure and a higher dropout rate (Masten & Coatsworth, 1998). According to the US Department of Education (2007) students with emotional disturbance consistently have the highest dropout rates. The dropout rate for students with emotional disturbance continues to be substantially higher than the dropout rate for the next highest disability category.
These students with emotional and behavioral disturbances (EBD) are considered at-risk because of their many complex combinations of learning disabilities, emotional disabilities, as well as difficulties in building positive relationships with others. A student qualifying for services with an Emotional and or Behavior Disturbance may show the following symptoms:
a) Age-inappropriate behavior or socially inappropriate behavior
b) Behavior that interferes with a child’s own learning or learning of their peers
(i.e. persistent calling out in class, refusal to do work, annoyance of peers)
c) Signs of emotional instability, socially inappropriate emotional or behavior outbursts or diagnosed mental disorder (i.e. aggression, uncontrollable anger, crying, apathy, depressive symptoms)
d) Difficulty in forming and maintaining relationships with others (Nelson, 1996).
Teachers increased appreciation of students’ behavioral responses to teachers’ expectations and classroom routines can begin to consider different ways to support their students (Abrams, 2005). Some younger students with EBD exhibit behaviors that appear immature for their chronological years so that teachers’ demands cause additional frustration which impacts self-esteem. Since most students, especially younger ones want to please their teachers, their inappropriate behaviors (persistent calling out, refusal to do work, outburst, crying) negatively impacts this teacher- student relationship. In addition, these behaviors inhibit their peer relationships for they are often segregated until their behavior is under control. Students, who cry uncontrollability, are aggressive and apathetic face additional exclusion by their peers (Nelson, 1996). Students as well as their teachers might benefit from strategies that prevent or decrease emotional “melt downs”. Teachers’ ability to remain alert to antecedents can begin to control factors that push students over the edge can be extremely helpful in maintaining emotional balance in classrooms.
In many cases, students in special education classes have been retained in at least one previous grade so that that their chronological age does not match their grade placement. Often they resent the work presented for they consider it “baby work”, even though it is the foundation they require. Teachers need to be reflective as they chose materials for the various levels in their classrooms (Cawley, Foley, & Miller, 2003) Teachers of students with EBD need to understand importance of examining their teaching practice to determine if students’ developmental needs are being meet in order to decrease frustration and the acting out behaviors it causes. The climate created by the teacher should eliminate any stigma of working at one’s pace which could decrease students’ level of stress. The teacher can create a learning environment that supports students’ strengths as well as the importance of building mastery levels in areas in need of improvement. Encouragement and recognition of effort helps to build tolerance for both the students and their peers(Pierce, Reid, & Epstein, 2004).
Developmentally appropriate practice is “based on knowledge about how children develop and learn” (National Association for the Education of Young Children, 1996). Although, students’ behavior can be intimidating and challenging, instructional plans should encourage more activity in self-contained classrooms. “The trick is to determine an action interesting enough to hold the child’s attention but not so stimulating that it causes a deterioration in attention to the relevant material” (Braswell, et al, 1991, 40). Students’ with EBD attention can be harnessed by allowing frequent breaks, varying the performance responses and encouraging collaborative activities using multi-sensory materials. Research consistently reports that engaged learners remain motivated and have a better chance of controlling their behaviors. Many students with EBD are challenged with competing internal and external distracters that require opportunities to use their senses and complete hand-on activities. Frequent interactive learning activities give students opportunities to move, to learn to interact with peers and begin to observe their own progress- all of which readily benefits children’s development. These opportunities strengthen skills, increase learning and self-esteem leading to improved classroom behavior.
Another important factor to consider is the male dominant presence in special education classes and its effects on the teaching and learning in the special education setting. Research on the factors that highlight this reality have associated biological immaturity, temperamental differences, social expectations for behavior, as well as the adverse effects of a feminine school environment. Some explanations tend to center around research focusing on possible differences between the brain structures of males and females, different hormonal influences on behavior, cognitive differences, and differences in maturation and development, including the concept of male vulnerability and response of life stressors (Callahan, 1994). Here again teachers are cognizant of these factors but examination of teaching practices and perceptions does not clearly indicate that the ramification of these sociological factors are being integrated into daily practice. Furthermore, since many special education classes for students with EBD are male dominated teachers might not easily have opportunities to reflect on their attitudes and responses to similar behaviors from females, or their perceptions of students’ inappropriate behaviors, in regard to frequency, severity and duration (Callahan, 1994).
Instructional Setting and Participants
The class is located in an urban public elementary school. The school has an enrollment 641 students in grades pre-k thru 8th with 72 special education students in self-contained classes. The four younger special education classes have an instructional ratio of 8:1:1, with additional teacher assistants assigned to one student in each class. These 40 students’ placement is restrictive because with the availability of space they would have been in a special school, instead of a community district school. The class that will be discussed has students in grades kindergarten through third. The students in this report were 10 male students, ages 5-7 years old. There was one Latino youngster and the remaining students were African American. There was one special education teacher and two special education paraprofessionals, a science education professor and myself, a special education professor.
This class follows a separate schedule of arrival/departure times and cluster activities to ensure that there is very little interaction with general education peers. Some students travel by bus to school and travel from some distance to attend this special class only 4 students walk to school. The students do have a similar lunch period which can be very disturbing to this special class. The amount of students, the structural demands of the lunch aides, and the noise seems to have an effect on the students which leaves them very anxious after lunch. Unfortunately, these students do not have a recess period like the school body and generally return to class after eating lunch which compounds behavior difficulties in the afternoon. Since they rarely had an opportunity to burn off some energy, the afternoon proved difficult for both the teacher and the students.
Background Information
For my entire teaching career, I have been an advocate for students whose behavior gets in the way of their learning. Currently, I challenge both pre-service and practicing teachers who continually report their frustrations of teaching students with challenging behaviors to examine their teaching style and expectations as well as choice of teaching materials. Most times teachers are able to recall in detail all the outlandish as well as dangerous behaviors that they have witnessed interfering with their well- planned lessons. What is taxing is that these same teachers are unable to recognize that in order to support learners they would have to take the initiative to examine their own teaching behaviors as well as document students’ behaviors. It is my belief that teachers might benefit from courageously taking on a different approach order to improve the learning of their students while managing behavioral challenges.
I began visiting a classroom of a former graduate student. She was frustrated but empathic of the difficulties she had teaching her students with EBD. The students’ ages five thru seven had behaviors that were distracting and impulsive and which could become aggressive at times. Since their least restrictive placement was a self -contained classroom the teacher’s observations and interactions generally confirmed clinical reports. Current observations confirmed her claims that her teaching was hampered and disjoined by her frequent attempts to maintain both students’ attention and manage the class’ behavior during lessons. Both teaching and learning was unsuccessful and painful to observe.
The behavior management program mandated by her district had little effect on changing or managing behavior and seemed to constrict the teacher‘s response. Overall, the program seemed punitive with little opportunity for the teacher to recognize or reinforce attempts by students to control their impulses. My initial informal observations confirmed both her narrow view of the factors (well below skill levels, behavioral problems, unhelpful parents) hampered academic progress in her class as well as my wide-lens view (insufficient teacher support, under trained teacher assistants, inappropriate materials, unavailable service providers) of the socio-cultural dynamics of these young males being denied an opportunity to learn. During these initial conversations, we both agreed that these young male students of color deserved a chance to learn in spite of the classification on their IEP and the generally reported distracters facing youth in urban settings.
Furthermore, thorough discussion and reflection also highlighted that these students’ psychosocial and affective developmental domains could not support the academic demands placed on them. High stakes testing climate along with teacher accountability concerns only exacerbated the pressures on these students and their teacher. Discussions over the initial sessions indicated a desire to make a change in the learning and teaching dynamics of her class. Early collaboration seemed to challenge as well as encourage the teacher to take a chance – to make a difference in the learning environment for her students.
Overall, the collaboration will document the change that a hands-on science unitmade in this special education classroom.The opportunity to closely observe students at work details how students who respond, react and experience learning can be successful, both in their behavior and academics. A science educator joined the collaboration to discuss a strategy that could better meet the social, emotional and academic needs of these students. The continuedobservations now with a third observer clearly highlighted that the authoritative approach to teaching these students was ineffectual. Academic progress was lacking, students were frustrated and differentiation of instruction was needed. Closer reflection of teacher’s comments alongside observations of class highlighted that students’ social and learning experiences were in need of facilitation.
The students’ behaviors directly demonstrated that they had no interests in what they were being taught and their prior experiences and learning was not supporting their current learning. In addition, what seemed to be most obvious was: (1) the absence of a nurturing climate, (2) the absence of multi-sensory and kinesthetic or interactive activities and (3) the lack of materials germane to the developmental and gender needs of these young boys. Snails were introduced to these youngsters. Each student was assigned a snail, a pet to interact with. The snails fulfilled this void and the academic, physical and social needs started to be addressed in this special education class. The snails would grab the attention of the students, would be learner friendly, and the teacher would learn alongside her students.
As the snails became both the material and the activity, the boys almost immediately changed. Their attention grew so they were able to follow directions, their focus increased so they noticed when a change was expected and they experienced progress, so they were willing to try new things. This change in the dynamics of the class took place as the students worked informally and formally with their snails and each other. They began to listen to each other and take turns, which was one of the skills the teachers had been struggling to teach them. The snails became the catalysts for these boys to have some ownership for their thoughts, words and behaviors. They were becoming learners. Their responsibility for their snails’ well-being seemed to satisfy their emotional needs, their written and spoken communication about the snail supported their academic needs, and their physical needs were satisfied as they interacted with their snail and each other.
Overview of the Inquiry
This article highlights some of the questions that arose as a special education teacher, a science education professor and a special education professor shared their concerns and perspectives and skills. The plan was to observe for four weekly sessions before the snails entered the classroom and then for 10 weekly sessions afterwards. Each session was a two hour dedicated time slot. All three professionals agreed to share observation notes.
The following data was collected and discussed in detail:
- Classroom observations of each student
- Observation of 8 lessons
- Samples of student work
- Conference notes from weekly meeting with the teacher
After the snails joined the class and initial observations were so positive, the following three questions guided our discussions:
1) What influence could the snails have on the students’ behavior?
2) How would the students’ interactions with the snails influence their academic performance?
3) How did the change in the students’ behavior change the teacher’s understanding of her instructional expectations?
In the remainder of the article, it is hoped that the information will enable educators to consider how their instructional practice as well as the students’ behavioral and academic performance was enhanced when snails were introduced to the class.
Snails come to the aid of the students and their teacher
Snails were used to engage the students over a semester. Abruscato’s (2000) interview of special education teachers found that they identified science as a subject that is particularly useful to many students with disabilities. Studying living things allows students to gain confidence in using their own learning preference to understand, explore and reason. “The beauty of science is that it flexible, and when presented in a manner appropriate to the present levels in which students are functioning, it has an all-encompassing capacity to address academic, social-personal , cognitive and life needs of students”, (Cawley, Foley, & Miller, 2003). Science inquiry supports guided discovery for students which allows teachers to accommodate their students’ needs while differentiating their instruction.
In actuality, inquiry was used as a way of learning. Most children are naturally inquisitive and all others can have their interest peaked with appropriate questions and probes. As students take notice and begin to observe they can gather evidence and analyze their findings ownership of learning is evident. Observers become empowered as they come to understand that ideas are based on what we learn about the observations made. The students referred to the time with their snails as “science sessions” for intuitively they recognized that studying living things made it scientific; working with living things the students came to see the rules. Olson & Loucks-Horsley (2000) states that, “The communication of hypotheses, ideas, and concepts among individuals shaped the strategies, rules, standards, and knowledge that we recognize today as scientific.”
Unfortunately, students in self-contained classes are frequently less able to experience this inquiry based learning opportunity. First, due to mandates to improve reading and math scores, science, an area conductive to inquiry is often left off the weekly class schedule (Raizen, 1988). Oftentimes, teachers including special education teachers are under prepared to tackle teaching science in this manner. Furthermore, students with exceptionality in inclusive setting, may have teachers who may not have confidence that students coming from self- contained classes are prepared to learn in this manner. Some teachers are unsure if students who struggle with academics and behavioral problems can benefit from what may be perceived as a less structured approach to teaching. Because of these misconceptions, these experiences can be denied to the very students who could benefit from the endless possibilities of incorporating inquiry based instruction across the curriculum.
However, there are many factors that should encourage teachers to support students’ behavior in self-contained classrooms. One factor that supports the use of inquiry based activity with these students is related to the use of curriculum materials (snails) and learning activities (observing, drawing, note taking, collaborating) all of which could be accommodating to various learners’ abilities and skills. Students gained confidence because working with the snails did not highlight their learning deficits but highlighted their inner strengths. The restraints of a textbook were removed as students developed vocabulary and content knowledge as they worked individually with their snails. They examined and then asked question and then investigated to locate answers to their questions. The intensity of their journey to explore engaged their attention so that behaviors that previously interfered with their learning consistently decreased.
The hands-on approach to understanding and managing learning was new and different for both the teacher and students. First, as mentioned before the flexibility allowed the teacher to make changes as needed which decreases frustration for some students. Secondly, students were encouraged to ask questions frequently and spontaneous which complements some of the impulsivity challenging some learners. Third, various representations of learning can be acknowledged which is empowering for the students with various ability and skill levels (i.e. an accurate sketch is equivalent to a written statement). Overall, introduction of content in this student friendly manner, at least to begin with, can lessen the demands on proficiency in reading and math while students develop confidence and skill in their observing, questioning and documenting capabilities.
The experience of using snails with these students confirmed that a constructivist approach suited both the students and the content. The students’ learning was enhanced through the hands- on approach, which allowed the teacher to regularly assess their learning. The students sought knowledge and understanding during interactions with the snails. Their attention was maintained and they were challenged to improve each time they worked with their snail. The students took every opportunity to remain engaged with learning, improving skills, seeking new information while improving their ability to interactive with their classmates.
The Joy of Observing Student Learning
Over the course of two months the students were observed “working” with their snails. They investigated, asked questions and remained focused to locate their answers. Below indicates the path students used to become “scientists” as they worked daily with their snails and each other. After the initial ground rules were established:
? Handle the animal carefully
? Only work with one’s own snail
? Remember to feed daily
? Clean the snail’s home regularly
? Sketch your snail
? Write or draw something about your snail daily
All the students immediately followed the directions and remained attentive to instructions about handling the snails. After a short time the students developed ownership for their snail. They spent both assigned time and free time observing, handling and taking care of their snail. As they became comfortable with the animal – questions continually arose. Observing them observe their snails highlighted the importance of giving students time to ‘play’ – to wonder about what they were doing and why. Each student could think at their own pace, to ponder and then reflect on their observations as well as discuss observations with a classmate. The boys discussed and their conversations never became combative or argumentative.
Observations lead to curiously: “why won’t he stick his head out“, “what are the antennae for“, “is it a boy or girl“, “are they brothers“, “where did they come from“, “where did you buy them”, “what are the rings on the back for“. These were the initial questions the boys asked first impulsively and then thoughtfully. At first they wanted immediate answers but after a few weeks they were observed seeking out their own answers. They asked for dictionaries, picture books and science books and were willing to labor to locate information. These boys who rarely wanted to read were now patiently looking through pages of books for information about snails, or asking for a dictionary to locate definitions and even learning the skill of using an index to expedite the researching. Students were observed drawing intricate sketches and then researching for the scientific terminology to identify the parts of their snail. Students who previously did not show much interest in their work now demanded perfection of themselves.
Examples of evidence that was gathered to answer their own questions:
- Some students decided to keep a log of the number of times the snail” head was out during the morning or if is was out when they arrived at school.
- Others measured the distance the snail travel whenever taken out.
- A few of the boys wanted to race their snails on various surfaces.
- One student wanted to change the food from lettuce to cabbage because “no one wants to eat he same food everyday”.
- Students maintained daily logs of their observations and requested support to write their notes.
Examples of the resources the students requested from the teacher:
- Students requested help spelling words in order to write their questions (by students who previously refused to write).
- Students would refer to previous books read in class or request help to read books to get answers to questions (by students who were previously uncooperative during circle time).
- Some students would sketch in order to remember their questions or comments to ask at a later time (by students who were generally uninterested in completing assignments).
- Students now interacted with peers; discussing observations and sharing notes (this from a student who rarely made eye contact with peers).
- Students remembered to bring items to class for their projects. They planned simple investigations using problem solving strategies to gain evidence (by students who previously would forget to do homework assignments).
Implications for instructional planning and practice
After analyzing the observation notes, students’ work, discussion with students and teacher comments details suggested that change had taken place. Three factors were identified that can support teaching and learning changes. First, teachers have to counteract students’ behavior problems with new and different methods and materials. The boys were surprised and engaged with the snails, for they had never experienced school in this manner. Initially seen as merely fun, time with the snails almost automatically became a tool to manage behavior and learning. The class was enticed to remain on their best behavior for the opportunity to be with their snails which over the course of the semester became valuable to them. Secondly, teachers’ plans needed to consistently provide students opportunity to meaningfully interact with content in order to improve academic progress. Students’ interactions with the snails and each other enabled them to improve skills but equally important was their personal drive to be successful. Finally but possibility most relevant for this experience was the teacher’s renewed awareness of her instructional expectations. Because the students demonstrated academic prowess, behavioral restraints as well as increased attention, the teacher had to acknowledge that her students were more than their misbehaviors but were capable of getting through a learning period without outbursts.
Conclusion
The experiences shared in this article highlights and supports one approach for teachers to use as they prepare to teach students with emotional and behavioral difficulties. The results of this investigation were informative for the teacher because over a short period of time she noticed how her students became engaging as they took charge of their learning. While they experienced success as learners there were less behavioral problems during the school day. The introduction of snails to a class of young African American male students with emotional and behavioral disturbance unleashed curiosity, initiative and problem solving in their self-contained classroom. Their active engagement with snails helped these youngsters to “see” themselves as learners. Over a short period of time they were noticed to take charge of their learning and manage their behavior. The change in their attitude and behavior encouraged their teacher to reflect on her teaching practice. Teachers maybe would benefit from approaching their instructional planning by replicating the chances their students took with their snails as well as the way the snails pushed their heads out to experience the environment. Teachers’ adapting instructional practices can support struggling students
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About the Author
Patricia Mason is associate professor at Molloy College, Rockville Centre. She teachers graduate special education classes. Dr. Mason also consults with special education teachers in urban schools to facilitate best practices for struggling and challenging students. Dr. Mason can be contacted at pmason@molloy.edu.
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