Becky Young Arlin, M.S. is the middle and high school learning specialist for The Churchill School and Center, a K-12 school and resource center for children with learning disabilities. Mrs. Young Arlin, a Washington D.C. native, came to New York to attend SUNY Binghampton, where she majored in Music and English. She received her Masters of Science in Special Education at Bank Street College of Education in New York.
How to teach reading has been the subject of much debate over the years. One reason may be because, to the reading public, reading seems to be a fairly easy and natural thing to do. However, this apparent ease masks the very real and complex processes involved in the act of reading.
The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. This article describes how understanding these problems and seeing the world through the eyes of your students, and then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.
