How Collaborative Problem Solving Helps Teachers And Students Have A Better School Day

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

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.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

The chosen signature assessment, Personal Position Paper, is an assignment from EDUU 602, Positive Behavioral Supports. This signature assessment expresses the Program Learning Outcome (PLO) number 1, Ethics, which demonstrates knowledge of ethical standards of teaching. The course was a study of theories, practices, and ethical issues in modifying and remediating behavior with emphasis on creating positive, productive school climates and implementing effective, positive and respectful applied behavior analysis techniques. The course included a minimum of 25 hours of authentic field experience. The books used for EDUU 602 were, Comprehensive classroom management: Creating communities of support and solving problems

The Behavioral Matrix adds to the strength of a Positive Behavior Support System. PBSS is a school-wide program that holds all students accountable. One of the key principles is that all students in the school should experience five positive interactions (collectively, from adults, peers, or themselves) for every negative interaction (Kazdin, 2000; Kerr & Nelson, 2002). The Behavioral Matrix supports this principle because the expected prosocial behaviors are incentivized by rewards, reinforcers, and positive responses. Each grade level team would use the school-wide incentives for the students within their grade level but also the behavioral standards developed for their grade level. This would provide consistency and accountability for

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359-390) New York: Guilford Press.

Problem-solving teams’ help teachers devise and implement interventions for students who are experiencing academic or behavioral difficulties in the general education classroom. Early intervention teams typically consist of the school principal or designated administrator; school nurse; a guidance counselor; several school teachers with experience across different grade levels; and one or more special education teachers, at least one of whom is skilled in designing behavioral intervention plans. The classroom teacher describes the academic and/ or behavior problems the student has been experiencing to the team, together the group “brainstorms not only the possible etiology of the problem, but more importantly on possible solutions to it”.

To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing

Challenging behaviors can hold a variety of forms, but yield the same end-result- that is, it disrupts typical learning environments, and can pose a threat to the emotional or physical well being of an individual (Chandler et al, 2010). Behavior analysts focus on implementing behavior intervention programs (BIPs), in an effort to shape a behavior to one that is: socially acceptable, and replaces a negative behavior (i.e. aggression)with a positive behavior (i.e. counting, raising a hand to speak, etc.; Cooper et al, 2007). In a school setting, it is the responsibility of that school to ensure the safety of every student. If a student is engaging in challenging behaviors, it is their responsibility to implement techniques through applied behavior analysis, in order effectively direct inappropriate behaviors to behaviors that are positive (Cooper et al, 2007). Positive and appropriate behavior is being referred to as any behavior that is typically socially acceptable in the given environment (Chandler et al, 2010).

Unfortunately, misbehavior overshadows positive and compliant behaviors. Teachers should realize that successful classroom management requires a teacher with an overt strategy to recognize, acknowledge, and reward the behaviors that he or she wants to flourish. We should understand that affirmation is the most positive behavior of all. Every student needs to feel that he or she will be accepted even when his/her behavior is not. Teachers should constantly model positive reinforcement for students by encouraging good behavior in the classroom. We should always think to give four positives with any corrective feedback given. (Jim Fay, David Funk, 1995) Positive Classroom Management is a set of proactive strategies that create a structured

The “Good Behavior Game” is a method in which students depend on each other in a group setting, and is applied class wide. This article focus on the behavioral changes of a fist grade general Ed class in the inner city, and its changes in relation to the Game. The purpose of this article is to share these findings with educators and individuals who are interested in classroom management.

Something that has been really working for my students is a check mark system. Each week students get a behavior chart but in their reading log where they see is daily and so do the parents. There are four categories that students get get a check mark on (staying on task, being respectful, finishing work independently and being disruptive). At the end of each day we give students who were one or all of the four categories a check mark for bad behavior. But throughout the whole day we say that is a warning for a check mark and for most students is really helps them correct their behavior. Having no check marks at the end of the week allows students to pick from the prize box and students are really excited about that.

My vision of collaborative learning is a learning strategy that affords the students enormous opportunities and advantages not available through traditional learning processes. I believe that students in a collaborative team tend to attain