Posted by: jordan | April 25, 2010

Behavioral Intervention Plan PowerPoint

Here are some highlights from my case study this semester.  Names have been changed.  If you have any questions, thoughts, or ideas please feel free to share!

Behavioral Intervention Plan PPT

Advertisements
Posted by: jordan | April 11, 2010

More BIP progress…

This past week was our spring break, and let me tell you, we ALL needed it badly.  We could all tell that everyone was getting a little restless as the break grew closer.  To top it off, we had an off week with a couple field trips and class rewards, so we were already prepared for instruction to be a bit off kilter that week, so we learned to be flexible.

Unfortunately, my student has been “forgetting” to get her papers signed throughout the day.  She receives a check in the appropriate box during a twenty minute period of time if she has completed tasks without engaging in the undesired behavior.  All of her teachers are aware of her blue paper, but they also know it is HER responsibility to keep up with it and bring it with her to specials.  Being responsible for it herself was part of the latest modifications we introduced.  A lack of checks also means she does not receive her tickets at the end of the day and in turn will not receive her reward at the end of the week.

This was especially clear to her when she was not able to accept the offer to be on Falcon Patrol.  The specialist was unaware of her behavior issues and offered it to her prior to consulting myself and my CT.  I would love to allow her to do that because she wants is so desperately, but she knows what needs to be done in order to make it to that point.  This incident pointed out a great goal for the next set of modifications.  I was unaware, until her  breakdown, of the importance of making Falcon Patrol so hopefully I can use that to encourage her to keep track of her behavior checklist from now on.  I’m hoping this break did us all some good and we can start off this week on the right foot!

The article talked about a lot of things that every teacher should be aware of when managing a classroom.

When dealing with a student that consistently neglects the classroom rules, the article talked about designing two strategies: one that decreases the likelihood of the behavior continuing, and one that encourages the acceptable behavior.  It discussed doing this in several ways.  One was to remove any environmental triggers that may cause the behavior to occur such as removing them from a social situation like their seating assignment.  It is important that teachers use cues to encourage the student to get on task or to perform a certain behavior so that it becomes familiar.  One of the student teachers in my section uses a set of cards she wears around her neck that she uses throughout the day to remind a student about behavior expectations.  Instead of asking her to follow directions or sit criss cross apple sauce, she holds up the card.  That student knows what each card means and the teacher does no have to interrupt her instruction time to reinforce the behavior.

Also it is important to be fair and consistent on the teacher’s part so that the students see a clear correlation between their behavior and the reward/consequences.  So when working on specific behaviors, it is usually helpful to work with one issue at a time in order to isolate the issues.

One thing that is important to think about when giving a behavioral direction is to use an unemotional tone.  Students can sense when their behavior is affecting your mood and they play off of it.  Using their name, a specific description of the misbehavior, and a specific description of the desired behavior, followed by a wait time of about 5 seconds can prove to be effective.  This is one area I would like to improve.  Certain students push my buttons easier than others and I need to focus on keeping an unemotional tone and being specific when I give the directions so there is no in between, back and forth, or uncertainty.

Nagging is hardly ever useful.  It is more likely that the student will engage in defiant behavior.  Nagging doesn’t really create a positive environment because the student feels like they are always being picked on or reprimanded.  Just like when parents nag their children about their rooms.

Planned ignoring was another option the article discussed.  My team uses this strategy with several of our students. These students seek the attention of both their peers and their teachers, so they are often calling out and otherwise interrupting instructional time.  I have noticed that constantly addressing their behavior doesn’t really solve the problem.  If anything, it reinforces it and they call out or misbehave and are defiant even more.  By using planned ignoring, the student does not get the attention from the teacher they are seeking and usually gets the hint.  However, the students sometimes get the response from their peers.  We have discussed this several times and we have even conferenced with several students about the way their behavior impacts other students.  Sometimes this works and sometimes it doesn’t.  Again, it goes back to the amount of time I have been their full time teacher as well.  I am looking forward to using these strategies in my own classroom next year and will hopefully receive positive results.  I am confident that the behavior strategies I have learned will be very useful when I have my own classroom from the very beginning.

Posted by: jordan | March 21, 2010

Behavior Project So Far… 3/21

I’m learning a lot about behavior management in my classroom this year.  I definitely have quite a few students that could benefit from varied approaches to their behavior.  Most of the cases seem to stem from the attention they are seeking from myself and their peers.  The stories behind the behaviors are still somewhat uncertain, but from what we know, our eyes have been opened and we’ve been able to make adjustments.

My student that I’ve been monitoring also receives counseling if necessary throughout the day, so our team has been working closely with administration and counselors to make her learning environment a better place for herself and her peers.

The daily checklist has been modified more recently to cover more than just her touching behavior.  It now includes calling out at inappropriate times.  Hopefully soon it will include defiance as well.  It’s going step by step to make sure she recognizes the behavior and why it is inappropriate.  It allows her to see there are consequences for her behaviors.  She has been able to monitor herself and place checks in the appropriate slots if her behavior has been under control.  Each week, the number of checks that must be filled in to receive her tickets increases.  If that amount has been filled in she gets 2 tickets daily. These tickets can be redeemed for a “prize” of her choice, as long as it is manageable.  So far, she has chosen to spend some of her free time with certain faculty.  This seems to give her the attention she is seeking, and it allows for some positive interactions with others.

She seems to be quite motivated by it.  There have definitely been days that she has given up on the checklist because she is “having a bad day” according to her, but those days are few and far between.  Usually it only takes one reminder for  her to pull out her blue checklist.

Posted by: jordan | March 16, 2010

Behavior Article

I have a particular student that engages in a number of disruptive behaviors including off-task talking,getting  out of seat, making noises,  playing with objects, and climbing.  He basically exhibits all of the disruptive behaviors discussed in the first part of the article.  His behvaior is positively reinforced when his classmates laugh and giggle at his behavior.  We have had class discussions about this, but it has not completely solved the problem.

He has also displayed direct defiance.  During a science lesson where the students were recording definitions in their glossary he decided he didn’t want to complete the assignment and threw his paper and pencil across the table, interrupting my lesson, and then proceeded to get up and walk back to the water fountain, taking the long way back to his seat.

This student was also recently suspended, and it seemed he had some trouble settling back in to the normal routine.  Maybe suspension is not the right punishment for this student.  Also, my CTs have been tutoring students throughout the day and also taking a few students in for some “in school suspension” sessions which seems to have worked a little bit.  This  allows the one on one time they seem to be seeking, but also helps them settle down and get work done.  It doesn’t help that the student was on medication and is now suddenly off of it.  Not only have we noticed a change in his behavior, but he has used it as an excuse several times as well, saying that he wants to be back on it.

Posted by: jordan | February 21, 2010

PBS so far…

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.

Posted by: jordan | February 7, 2010

Positive Behavior Systems: Salend Chapter 7

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.

Posted by: jordan | January 31, 2010

Classroom Management

I have thoroughly enjoyed my time spent with my CT in the classroom.  I feel that Mrs. Jobe has a handle on good classroom management.  The students know what is expected of them at all times, whether they choose to follow those expectations or not.  She commands their respect and gives them the same in return.  There is a certain calm that comes over the classroom when she walks in.  Transitions seem to go smoothly.  She has a positive behavior system in place where the students receive tickets for good behavior.  At the end of the week, she draws student names for a prize.  If the students have ten or more tickets, they receive a blue falcon and their picture goes in the hall.  They are then eligible for the Blue Falcon breakfast each quarter.  This really seems to encourage the students to do the right thing in the classroom.  She does not need to raise her voice to command their attention, which is a very good thing.  Her schedule is constant, yet she is still flexible when necessary.  Overall, I hope I am able to utilize similar management skills I have seen in my placement this year.

Posted by: jordan | January 24, 2010

Classroom Management in Inclusive Settings

This article really hit home when thinking about my student teaching placement.  I currently wok with two CTs because of team teaching, so I also work with two different groups of students.  One of them happens to be an EC cluster.  Not all of the students in that class are considered EC.  Many of these students are pulled out at various times throughout the day to work with various specialists.  I have seen first-hand how much time and collaboration goes into planning for these classes.  My CTs work with numerous specialists to make sure their classroom is acceptable for all students and their different learning styles.  We also have a group of EC students that are only with us for science.  A specialist comes with them and assists my CT throughout the lesson to help adapt it for their needs.  This cluster class has shown me that inclusion can do so many things for the students.  The connections to their peers really are valuable.

Unfortunately there is not a strong base of parental involvement at my school, so the collaboration usually takes place among the faculty.  The principals and counselors do a wonderful job of being present in the classrooms and working with students that need extra attention from time to time.  We have sat down numerous times to discuss various behavior plans for my students that are catered to their individual needs, much like the ones used in the article.  They like to focus on the positive rather than the negative which is wonderful.  I have already learned a great deal from my time at Forest View.

Posted by: jordan | December 6, 2009

Collins 4-8

I like the idea of viewing school as their job.  It gives them a feeling of importance and responsibility.  When you phrase things like that to a 1st grader it can work wonders.

The author used her share time to not only help other students learn about and get to know each other, but she also used it to get to know her students and their interests and reading backgrounds.  I love the way she took something from each child’s explanation of their favorite book and turned it into something she could use in future lesson planning and interactions with that particular student.  This gave her the opportunity to know which students are being exposed to text outside the classroom and which ones might need extra support.  Also, this gives her some ideas when choosing just right books for individual students.  She can pull a dinosaur book for Johnny, a princess book for Hayden, and a Dora the Explorer book for Sandy and know they’ll love it and enjoy reading it.  It is so important to make them experts in something they love.

She also handled the students reactions towards each other very well.  When one student pointed out the condition of another student’s book and hurt her feelings, the teacher turned the words and the situation around to make it a positive one.  A worn cover could mean that she has read it millions of times.  She did a good job of making each student feel as though their selection was the most important and interesting one in the class.

She also models for her students and is explicit about what she expects from them.  She also used personal experiences that the students can relate to.  The experiences may also help take some of the pressure off of them for the assignment.  If they see her doing it one way, then they can better understand it and do it just like she did.

I also like the way she compared adult reactions to books to student reactions to books.  She noticed that we all basically go through the same motions when choosing a book: look at the title, illustrations, blurb on the back, and maybe a paragraph in the book.  We do the same things with our students, and we need to focus on making them readers for life, not simply readers in the classroom.

Sometimes when we teach a print strategy, it can be geared to specifically to one group of students, or even one student in particular.  This can cause us to lose the other students along the way.  It is ok to teach these particular strategies in smaller, guided groups.  We must learn to be flexible.

I liked her focus on readers as good thinkers.  It is not only important for them to read and interact with the text, but it is also important for them to interact with each other as a way of building their reading abilities.  By interacting with each other, they are learing how to think about the text out loud. This will help them learn to do this on their own when they are reading independently and will help build their comprehension skills.  It is a great way to use modeling.  Interacting with each other through conversation and pairing activities can prove to be very useful in the classroom.

I think it is important to reflect on what they’ve learned.  Bringing their attention back to something they have previously discussed can be a great way to recall information and build on it.  Too often we learn material or strategies and never revisit them.  This can often lead to the loss of that information, which can be a tragedy.  Kids love to show what they know so this is a great way to let them do that.  Reader’s theater, literature circles, and book talks are a few examples of great ways to use this in your classroom.  My cooperating teacher has a Harry Potter day right before Christmas break as a wrap up to the semester.  On this day, the students use centers to review things they have learned in literacy, math, and science, while tying it all together with Harry Potter (a book they used as a read aloud throughout the semester).  The kids love it and it helps them recall prior knowledge in a fun and inventive way.

Older Posts »

Categories