Designing A Stronger Behavior Management System

Differentiating instruction is a valuable instructional management and delivery tool, which can be used to assist teachers in meeting the needs of the diverse populations of students which they now find in their classrooms. In using these strategies, a teacher may use pre-assessments to determine the learning styles, interests and readiness of the students, prior to the introduction of a lesson or unit. After developing a learner profile, the teacher may then differentiate according to the readiness of the student, by process of delivery, and by the product which the student may produce to

The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they could become independent. For instance, the author mentions, “Self and peer assessment” not only does it encourage students to be

All students deserve a rewarding learning experience regardless of race, gender, economic status, or physical disability, for this reason Walnut Ridge Elementary school implements researched based practices such as differentiated instruction to help meet the individual needs of our students. Teachers are being made aware of the fact that diversity can have a detrimental impact on learning. Through the implementation of differentiation, we are able to expand the learning experiences for all diverse populations, thereby expanding educational opportunities for our students.

Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

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.

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

How have you organized your program to enable student learning of all grade-level curriculum expectations?

The purpose of the goal staff will be to help a youngster in improving a specific behavior. This goal will be assessed by the staff and they will present their review twice a day on the basis of their observation that they noticed in an individual regarding a specific behavior.

A differentiated unit that incorporates a range of pedagogical strategies to engage a range of diverse learners

The personal philosophy statement for a behavior management plan made me think of how I already use a system, and ways I can improve on my plan. Throughout this session, I got a refresher course on a training I did many years ago, while going more in-depth. I believe that no matter what plan one sets, there will always be times to change it or find ways to improve on the plan.

Likewise, paragraph 10 of Counts L and LIV alleges “[t]his information was then what any treating physician would rely upon in formulating his opinions concerning the treatment of his residents.” Paragraph 15 of Counts L and LIV alleges that, “the ultimate decision regarding behavior management options for [Leitzen] were by made by the ‘Behavioral Management/Resident Rights Committee.’” Paragraph 23 of Counts L and LIV alleges that Frances House failed to explore other options for Leitzen’s management. These allegations are unsupported conclusions that warrant the striking of the same.

Mark Miller, Head of the Behaviour Team, NSW DET provides an insightful commentary on Ian’s Behaviour management strategies, some of which I agree and disagree. Miller’s statement that “teachers must ensure that in each management approach, the needs of all learners are respected and that a 'one size fits all' approach doesn't marginalise students with special needs”, is one that I certainly agree with. In Ian’s classroom Dale is a prime example of a student that has different needs to his peers. Ian’s behaviour management strategies are not always going to cater to the needs of a student such as Dale. Perhaps what is needed is more of a focus on preventative strategies like adapting group contingencies into the learning environment so that all needs can be addressed. Chow and Gilmour (2016) discuss the effectiveness of adopting group contingencies in the classroom. Group contingencies have shown to be an effective classroom management system designed to proactively support appropriate classroom behaviour. They allow for adaptations to be made that are specific to individual student needs (Chow & Gilmour, 2016). For example, a student like

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

Today schools are faced with an overwhelming amount of behavior problems as a result they have incorporated programs to help create a positive culture within each school system. Several behavior management programs have been implemented in schools all over the United States therefore the school environment can run more smoothly. Here are some approaches that aid in creating a positive and safe environment in schools.