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CHC30213 Certificate III Education Support

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Added on  2020-02-14

CHC30213 Certificate III Education Support

   Added on 2020-02-14

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CHC30213 Certificate III Education SupportResource Kit – ‘Support Behaviour’ –StrategiesWritten AssessmentStudent Name: Rebecca ChristieStudent Number: EO490672Assessment Number: 31974/03
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All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.© Open Colleges Pty Ltd, 2014All rights reserved. No part of the material protected by this copyright may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Open Colleges, PO Box 1568, Strawberry Hills, NSW 2012.Printed in Australia.
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Assessment overviewIntroductionYou are required to complete the 31974/03 Resource Kit – ‘Support Behaviour’ Strategies,which includes:Part 1 – Create positive reinforcement tools Part 2 – Discussion participation Part 3 – Create non-verbal cues Part 4 – Research task and checklistFile namingOnce you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment.To help Open Colleges manage your assessment, please use the following file-naming convention: [student number]_[assessment]_[assessment number].doc For example: 12345678_21850a_01.doc.Resubmission File namingIf you are asked to make adjustments after your submission, it is advisable to change the name of each submission slightly to be able to track your adjustments.For example: E12345678_3197403_02_v2.doc (that is, adjust the “v” version number for each submission).Assessment submissionWhen you are ready to submit your assessment, upload the file in OpenSpace using the Assessment Upload links in the relevant study period of your course. If required, other methods of submission will be outlined in the submission section of each task. TheStudent Loungeprovides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments in OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment.It is important that you keep a copy of all assessment materials submitted to Open Colleges.TipsWe strongly recommend you complete ALL ACTIVITIES in the learner guide and engage in thestudent discussions throughout the module before attempting this assessment. For assistance with this assessment, please view the following video: http://youtu.be/j9Dmbih1iho
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Assessment 31974/03 Resource Kit ‘Support Behaviour’ StrategiesPart 1 – Positive reinforcement toolsNature of task: Create positive reinforcement tools that address a specific language development stage and behavioural challenge. The positive reinforcement tool is required to address the challenging behaviour and maintain the student’s integrity and individual rights. Consider style and language appropriate to different cultural sensitivities.Required1.Identify and explain the challenging behaviours that Jacinta and Beth displayed in the classroom. (Hint: Look for ‘emotional’ or ‘physical’ indicators. A challenging behaviour is not a disability or condition)2.For each student, explain two reasons why their behaviour may have been provoked. (Hint: Consider the environment or other people).3.Create two positive reinforcement tools. (One for Jacinta and one for Beth). The purpose of your tool is to decrease the chance of the behaviour occurring again. RecommendedLanguage and cognitive development.This content can be found in Chapter 8, Supporting Language and Communication.Kearns, K. (2012).Supporting education. Frenchs Forest, N.S.W.: Pearson Australia.Strategies for responding to extremely challenging behaviour.This content can be found in Chapter 7, Supporting BehaviourKearns, K. (2012).Supporting education. Frenchs Forest, N.S.W.: Pearson Australia.Revisit your learning materials 1.1 – 1.2Please refer to the case studies for Jacinta and Beth at the end of this assessment.
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Part 1 – Positive reinforcement tools template 1Jacinta1.Identify and explain the challenging behaviour that Jacinta displays in the classroom.Answer: Jacinta has been identified as a gifted student in Grade 3 and is working on Grade 4 work. She has low self-esteem and suffers from anxiety when routines are changed. Jacinta withdraws from classroom activities and becomes disengaged with her fellow studnets. She has poor social skills when interacting with her fellow class mates and often watches them play instead of interacting with them out in the playground.2.Explain two reasons why Jacinta’s behaviour may have been provoked. (Hint: Consider the environment or other people).Answer:1.It is possible that Jacinta could have been involved in some teasing in theschool environment as she is doing work above the Grade 3 level, as aresult she decides to withdraw from class activities as she doesn’t want toappear as a know it all.2.As Jacinta is clearly very bright her parents may not have placed a lot of importance on developing her social skills, wanting her to focus on schooling, therefore she hasn’t learnt how to interct with her peers.POSITIVE REWARD CHART (to acknowledge positive choices) for Jacinta:Create a positive reward chart for Jacinta. The purpose of the reward chart is to decrease the chance of her challenging behaviour occurring again. (Paste images of your reward chart here)I would explain to Jacinta that I would like to create a reward chart with her to help her interaction with her fellow peers. We would both decide on the design for the chart and also the kinds of activities that she feels comfortable doing, i.e. greeting children in the morning, choosing a peer to do a one on one activity with during class time, friendship garden – this activity would require Jacinta to choose a few friends initially to plant the garden and then one or two friends each day to water and tend to the pants.Upon talking to Jacinta, we have designed the following chart.
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Part 1 – Positive Reward Chart – template 2
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Beth1.Identify and explain the challenging behaviour that Beth displayed in the classroom.Answer:Beth suffers from Down syndrome which is an intellectual disability. In yesterday's classroom activity, she accidentally kicked another student. Beth did this unintentionally but the student who was kicked suffered injuries and swelling. Beth also has other health issues which causes her to become fatigued during the day. She has a tendency to lash outand become aggressive with those around her.2.Explain two reasons why Beth’s behaviour may have been provoked. (Hint: Consider the environment or other people).Answer:1.Beth suffers some health problems which causes her to become fatigued and thus increasing the risk ofinjuries. The Beth's behaviour may be due to tiredness which was a result of participating in physical activities.2.There is a possibility that the student who was kicked provoked Beth in some way, and because of her limited social abilities she was aggressive with the student3.Beth is new to school so there might be chances that she might fac e difficulties in setting and managing in new environment. She may face difficulties in making new friends and doing interaction with fellow classmates.POSITIVE REWARD CHART – Beth:Create a positive reward chart for Beth. The purpose of the reward chart is to decrease the chance of her challenging behaviour occurring again. (Paste images of your reward chart here)
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Beth’s Reward ChartHelp the fairy find her crownBeth receives a sticker to cover the dots each day she displaysappropriate behaviour.The behaviours included are:Keeping the space with my friendsLetting the teacher know when I am tiredAsking for helpCompleting school workIf Beth receives 10 stickers during the day she will get to choose a gameto play on the computer
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