When I read the first page of this chapter, a particular student immediately came to mind. I have an inclusion class in the afternoon and a handful of my students behave in the way that Matthew behaves. My CT has some things in place to promote positive behavior from the students, but despite her efforts, we still have issues. There are definitely underlying issues that play into their behavior that we cannot change, but hopefully this chapter will come in handy when addressing these issues.
We have a ticket system in place to promote positive behavior and “doing the right thing” but this does not seem to have an impact on these students’ behaviors. I think the suggestion to get to know your students and gear the lessons or particular sections of the lessons to those students could help the situation. Interest in the material can definitely have a positive impact on their attention to the material. They are more likely to do the assignment on their own without having to be reminded every five minutes.
When given the opportunity, it also seems to get a good response when the students are given the opportunity to work in small groups or play an interactive game. This can be used as a reward for positive behavior.
When students have been given the responsibility to monitor class behavior, students seem to have better self-control because of their peers. Many students are much more concerned with their peers’ opinion of them rather than the teacher, so handing some of that over to the class has had some positive feedback, especially with these students.
One student in particular has been given a chart to complete each day on twenty minute intervals based on whether or not she has physically touched another student. She had an issue with personal space and since she has been given the responsibility to monitor herself, we have seen an improvement in her interactions with her peers.
I think I would like to use the self-reflection piece in my classroom once a week to give the students a chance to evaluate themselves and their behaviors for that week. In a recent writing prompt, the students were asked to think of a time when they should have kept quiet but didn’t and I was surprised to see the responses. many students picked out times that they were disrespectful to their peers/teachers and described what they should have been doing or what they wish they would have done and what they will do to improve that in the future. I was very impressed to see what they came up with on their own.
I agree that students seem to participate more and become more engaged in group activities. The students monitor their own behavior and since it is a small group, they are also held accountable for their group members. Everyone must be actively participating or else the group suffers in a small group activity. They know they are letting their group members down if they don’t participate. Group activities also seem to be more engaging because it creates an atmosphere of collaboration and teamwork. Sometimes whole class instruction can become like a quiz, where the teacher calls on students “at random” and they must be paying attention so they know the question asked.
By: Sterling on February 13, 2010
at 5:00 pm
Groups and interactive games also seem to play a big role in the success of my students as well! I like your idea about assigning jobs to the students so that each child feels important and validated within his or her classroom. Self-monitoring and taking responsibility (whether through behavior or even requiring students to check their own work AND get a teacher check during intervals of a project) have worked well. I think the self reflection piece is ideal but it would be hard to remember to save time in the week for that activity– I also think when the teacher goes outside with the kdis to recess, he or she can build positive relationships!
By: Kristin Wetherby on February 14, 2010
at 11:50 pm