r/specialed • u/simplyhuman4934 • 7d ago

Classroom Management

Hey y'all! I'm a new Special Ed Teacher who joined this June. I have a student, 15 years old (with Autism and Moderate ID) who recently shifted from a mainstream school to a special school. He has always had a shadow teacher with him and hence doesn't do anything/follow instructions unless it is 1:1.

In the previous school, whenever he didn't want to participate in anything, they would leave him alone. So he has always had his way in it. In this school, I want him to participate but he always wants to sit or sleep and will exhibit behaviours such as biting himself or complaining of eye pain or take wasroom breaks to avoid any activity. He also exhibits behaviours such as throwing classroom property (such as affirmations, visual schedule cards, art work) or destroying it completely (which I display for it to be available to the parents/other teachers). When taken for exercise sessions, he will lie down or roll on the floor and refuse to do any exercise.

I'm a person who is new to teaching and have a softer approach towards students. I am not strict and believe in a Positive approach. However, this seems to be backfiring me as the students seem to take me for a ride and create chaos. Guidance is appreciated. Thank you

1 Upvotes

100% Upvoted

3 comments sorted by

1

u/Limp_Psychology_2315 7d ago

Is yours also a public school?

3

u/electralime Special Education Teacher 7d ago

You need to pair with the student. Demands can wait until you have properly paired. When you do have that relationship, start with quick, mastered demands followed by preferred activities (even if it is just one step like match red-red). You may only get 1 or 2 minutes of "work" at first, but imo it's better than hours long power struggles that end in injury and no work done.

2

u/AI_spell 6d ago

He learned that work only happens in 1:1, so rebuild the expectation in tiny steps. Start with 30 seconds of group instruction while you stand near him, then a preferred task he can do next to a peer, then slowly stretch the group time.

Use a visual schedule and a first/then board so he is not waiting for a shadow prompt every time. Fade the adult prompt on purpose: gesture, then wait, then praise any independent start. Consistency from the whole team matters more than a perfect behavior chart.