So far, I have seen our PBS working pretty well with the students we have included. However, one student in particular that is using a check-off chart on a daily basis now needs to have some other issues addressed that were not originally outlined with the chart. we decided to focus on one main thing at a time so that we could isolate the behavioral issues and hopefully address them accordingly. The touching issue has been improved, but the student has a problem controlling her tongue, so I have been observing the situations that create this issue between herself and her peers or teachers in order to come up with a system that will benefit her.
Also, the other student I have been observing acts out and knows he is doing so for attention. We have noticed that when given a “job” he is very attentive and can remain focused for longer periods of time. I am trying to come up with some “jobs” in my classroom that would not only benefit his learning, but would also help improve the atmosphere of the classroom.
I also have another student that acts out to seek attention. He is not my case study student, but I am also trying to think of ways to prevent this. He is what I also consider the “bully” of the class. It is great that you have sat down and thought about a system that will hopefully benefit your students.
By: Liz Mitchell on February 28, 2010
at 7:59 pm
How is the check off chart going? Can you send me a copy so I can see if it is something we could use with my student? I think she needs some way to regulate her behavior and since 5th grade moves around a lot at this school, she starts her behavior over in every classroom. Does your student respond better to fixing one thing at a time, or does your student look at the big picture and try to change everything at once? I am deciding which is best for my student… doesn’t seem like there’s one easy answer!
By: Kristin Wetherby on March 6, 2010
at 4:27 pm
I really like the implementation of jobs for your student Jordan! I have done something similar in my classroom for a student in my class and it has already proven to be effective. I have given him jobs that exhibit his strengths in the classroom. I will call him over to speak with me quietly about how I have given him a special job. I will talk to him about the expectations of the job and how since I have trusted him with this, I expect him to follow through. This has proven to help quite a bit and I have seen some of the acting out behaviors decrease. Great post! I would love to see the checklist you have created as well. It could definitely be beneficial for a couple of my students!
By: Sterling on March 10, 2010
at 9:13 pm