A student is bullying their peers by teasing, joking, and targeting students who appear less socially adept. The bullying goes beyond friendly banter and often leaves victims feeling hurt and ashamed. As a new teacher, steps should be taken to stop the bullying and build the self-esteem of targeted students. The causes of the bullying behavior need to be addressed, and a tiered behavior management program could help encourage student success.

1. 1-Pretend that you are a new teacher. You see that one of your
students likes to tease and joke on the other students. This
student targets some students more than others and is meaner to
them. The students who are targeted most often are those who
appear to be less socially adept than some of the others. They
may be younger, seem to have a more obvious disability or be
overweight, wear glasses or not dress in trendy clothes. The
student's behavior goes well beyond "friendly banter" and often
leaves the other students feeling hurt and ashamed. How do you
stop the student from bullying his or her peers and work to
build the self-esteem of the students who have been picked on?
What could be some of the causes of the student's bullying
behavior and how might you work to address the root of the
behavior?
2-Tiered Behavior Management and Response to Intervention
(RtI
Please share a situation where you have worked with a
challenging or difficult student. Was a tiered program or RtI a
part of the program used to work with the student? How does a
tiered program encourage student success? What are some of
the challenges you have experienced while working with a
tiered program? How have your students responded to the
program or programs?
3-Special education teachers may work at different education
levels at various points in their careers. Inclusion will be
different in the lower grades than it would be in a high school
classroom. How do you think that inclusion may look different
for students at the elementary level as opposed to the high
school level? What are some of the methods used to include

2. students at all educational levels? What are some of the
benefits and challenges you can see of the different inclusion
models used with the different age students?
4-As a teacher of students with mild disabilities your class may
be a diverse mix of students with various abilities and
disabilities. How might inclusion and classroom management
change when working with students with Autism and Autism
Spectrum Disorders or other specific disabilities such as Down
Syndrome? What would you need to take into account when
developing behavior intervention plans (BIPs) and Individual
Education Plans (IEPs)? How do you think these would change
as the student grew and progressed through school?
5- This week you have a special task for the discussion. You
will need to read about a disability category or specific
disability that is of interest to you. Many of you may have a
student, friend or family member with a specific disability we
have not talked about so far in class. Use what you learn in the
materials you read, the professional organization's website you
visit or the videos you watch to talk about the specific inclusion
and behavior management needs of students with that
disability.
Example: My niece has ADHD and Asperger's Syndrome. She
has been receiving services part time since she was in
kindergarten. She also sees a counselor and a psychiatrist for
medication. After reading about ADHD on Understood.org I
feel like her attention issues in school are pretty typical for
ADHD (talking out, being off task, lack of focus) as well as for
Asperger's (inability to see the view point of others, she gets
stuck on ideas or things to do, she doesn't get humor/joking as
easily as most students). This has caused some difficulties for
her as she has been in a few verbal and a couple physical
altercations in middle school. She will say inappropriate things

3. at times (cursed at a teacher, loudly repeated an inappropriate
joke in class). On the positive side, she has average to above
average grades and is very social. She participated in Chorus
and has cheered in 8th and 9th grade, she participates in her
church youth group and has friends in the neighborhood where
the kids seem to know her a little better and be more patient
with some of her social skill issues.
6-Attendance and truancy are problems in many schools and
often more so for students with special needs and behavioral
concerns. As a classroom teacher how can you work, within the
confines of the policies of your district and the laws of your
city and/or state to encourage your students and their
parents/guardians to have the student attend school as often as
possible? What are some incentives you can offer as a teacher?
What are some awards offered by the school or the district?
How might you structure your classroom to support those
students who are frequently absent so that they are able to
remain engaged with the class and will not feel left out as
absences many not be their choice?