EDS 365 Characteristics of Emotional and Behavioral Disorders

Each year I enter into this Mayerson process with a bit of anxiety as I face the unknown. To teach a Mayerson course, one has to be a facilitator rather than an instructor, and trust the process as a quality learning tool. The Mayerson Project puts the research and decision-making entirely into the hands of the students. The outcomes go beyond receiving a grade because the decisions students make in class can impact lives as students determine how best to allocate resources to those in need. I am forever grateful for this opportunity to grow as an educator, and for the gift of becoming more aware of the power, skills, and motivation that my students possess. I receive more than I give in these courses, and continue to grow as a facilitator of learning. I want to thank our donor, the Horizon Community Fund, and CEO Nancy Grayson for being leaders in the community and teaching the class the importance of philanthropy. I also want to thank the Northern Kentucky Cooperative of Educational Services, the students and staff at the Phoenix Program, and Ms. Stephanie Turner, Principal, for welcoming us into their school and affording us the opportunity to learn from them. Lastly, I need to thank the Mayerson Foundation at NKU. Without you, none of this would be possible.

EDS 365 Student: As part of the class, we volunteer as tutors and mentors at a regional school, the Phoenix Program, that serves students with emotional and behavioral disorders. From this experience, we gained valuable insight into what it means to be a teacher of students with emotional and behavioral challenges. These teachers are not just teachers, but caregivers and advocates.  They teach to the whole student. Not every day goes as planned, but no matter what happens, the teachers and staff always seem to maintain a good attitude. You can see the positive effects of the relationships these teachers build with their students.

We learned the importance of being flexible and patient; having a big heart and calm demeanor; demonstrating daily to students that you want to be there with them. From this experience, we also learned about and from students.  We were confronted by the stigma and negative stereotypes that society has for children with emotional and behavioral challenges, and realized that in reality, they are still just kids.  As a class we came to the conclusion that all teachers should have this same experience.

From this experience, we are better prepared to manage our future classrooms and how to educate without overwhelming students, creating safe environments through a balance of routine and flexibility. We have learned the importance of advocating for all students.

Beyond teaching and learning, each of us has gained confidence as future teachers. We learned that each of us has the power to impact our schools and school communities. We’d like to thank both the Phoenix Program and the Horizon Community Fund for this opportunity to engage with teachers and students in meaningful ways.

The Phoenix Program is one of the Regional School Programs that are supported by the Northern Kentucky Cooperative of Educational Services. Our mission is to provide a variety of educational services to students with existent barriers to success in the traditional classroom and school setting. The staff that work in this program give so much of themselves every day, so it brings a little light into their day when they are reminded that others care about and value what they do. We are grateful to the Mayerson Project, Northern Kentucky University, the Horizon Community Fund, and the NKU students who volunteer their time to tutor and support our students. Thank you for this wonderful opportunity.

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