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One of my early experiences as a student teaching special needs children relates to an occurrence when I observed a teacher correcting a child in a loud and demeaning way for failing to pick up dance sequence Sue name withheld started crying and refused to participate in the dance class You didnt get one step right Teacher said No was the reply from the young girl All the children in the class responded by feeling sad for her and the atmosphere became very negative My immediate reaction was to look into Sues eyes the hurt upset and humiliation were obvious Goffman 1997 I wanted to give her reassurance to build up her self-image as it had been left damaged I felt concerned for Sue having to endure abuse such as that When I asked about the child at the end of the class regarding her particular difficulties the teacher replied that sometimes she was lazy and had to be pushed Unfortunately I made a decision not to say anything about the situation I did not want to create poor relations with my supervising teacher and I had not learned how to deal with such incidences It has always concerned me that I did not deal with the first problem immediately My way has always been to see the good in children and I look to encouraging as well as building up their self-esteem The line of attack I have used today is very different from my early beginnings as a young trainee teacher the strategy implemented would be a positive one Dattilo Smith 1990 An encounter I experienced recently was where a class teacher ridiculed a child After seeing the upset in the child and also noticing that her self-esteem was lowered I immediately decided to point out the positive aspects of the childs dance sequence and show the class how well she executed the step Instead of the child leaving the
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