Behavior Modification Plan Sample

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Share the information with the Head teacher or Deputy Head teacher and consider subsequent action and support.

The article “No! I will not! Understanding and responding to student defiance” is published by Andrea Smith and Elizabeth Bondy, 4-th grade teacher and a University of Florida College of Education professor respectively, in Childhood education magazine. It contains a thorough analysis of the defiance issue as well as a manual, regulating the conduct of a teacher, who pursues a goal of effective students’ behavior management.

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

children have started to report her now when she is mean to anyone after we talked to the class

She refuses to participate in activities in which her society deem acceptable; such as going to the park to bully people, race on the streets, wreck cars, shout and beat one another. It is very ironic of what this society claims to be social because in our understanding of that society they are labeled as antisocial. Her school is not conductive to proper social behavior, where

I would change Judy's behavior by helping her to control her own actions. At this age Judy is easy to train. I would talk to Judy verbally. I would say,"Judy you are having trouble paying attention". I want to help you". "I am going to move your seat." I would call on her every time she is successful or knows the answer and a verbal praise and a reward I would also say, ": I like the way you are sitting in your seat and paying attention". The results are to increase Judy's attention to what the teacher is doing in class and get a positive response instead of a negative response. Judy would be more proud of herself and have a better attitude about her own

As an administrator, I will not stand by and have my students harassed and bullied by other students or anyone. The emotion’s Julia is feeling is deserved because being a target for harassment isn’t something easily dealt with emotionally. We have discussed her IEP in the past and her not being able to concentrate in class will cause more problems so I think it’s important to address this serious situation so it doesn’t affect her student achievement. She is clearly being harassed by this behavior and in the state of Indiana that is not taken lightly. “Harassment (IC 35-45-2-2) A person commits the act of harassment, a Class B misdemeanor, when that person, with the intent to harass, annoy or alarm another person but with no intent of legitimate communication: Uses a computer network or other form of electronic communication to: Communicate with a person; or transmit an obscene message or indecent or profane words to a person” (Indiana Dept. of Ed, 2014). As the administrator it’s important to investigate each case thoroughly to ensure the safety and well-being of the students at my school. For Julia, I would use the state and district policies to best handle her situation so that we can find out who is doing this and give them the appropriate punishment. It’s an important goal of mine to ensure the safety of the students and I want them to feel like the school is their safe zone.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.