Independent Behavior Plan

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

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.

Independent School Standard Regulations 2010 states that effective anti-bullying strategies must be drawn up and implemented by the Academy and Independent schools.

The slides I reviewed for professional behavior was under the Medical Professional because this is my desired field, which Health Information Technology (HIT). Three slides were present for this review which provided a range of different attire for each group except the last slide. In the first slide there was a group two of the individuals were in business wear such as dress pants and shirts which is the norm for physicians as one had a stethoscope while the other wore a lab coat over his clothes. The others were dressed in uniforms or scrubs as they probably work in clinical areas of a health care organization. Slide number two was similar to the first one with one exception there was an individual dressed more like her worked in health

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

Ever since I moved to the United States in August 2016, the amount of junk food I eat has increased drastically. My friend and I go to Wendy’s or McDonald’s at least twice a week. Whenever I don’t feel like cooking, I just open up the Domino’s app on my phone and order a medium pizza with beef and onion. Sometimes I feel wild and get a ranch sauce as well. I think that my problem with fast food comes from the unhealthy environment that I live in; every day when I go to school, I go past Taco Bell, McDonald’s, and Chick-Fil-A. When I’m hungry, it can be difficult to not go buy a quick Double Quarter Pounder with cheese. During these next five weeks, I’m going to attempt to decrease my junk food consumption.

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

I have listed a few training topics I would like to be involved in developing/conducting presentations/training sessions for our providers and or families.

When thinking of a plan for handling problem behaviors, it is easier to first state the three pro-active tactics for decreasing the probability that the problem behavior will occur. The first pro-active strategy that I will most likely use is the “Tennis Shoe Method.” The Tennis Shoe Method is where the teacher figuratively puts on his or her tennis shoes and walks around the classroom during class. This is also sometimes called proximity control. The second pro-active strategy that I will use is to create appropriate and relevant lessons that students will engage in. With this, it will raise the on task behavior of students, causing less of a chance of them becoming off task, which causes problem behaviors. The third pro-active strategy that I will use is to design a classroom that supports learning outcomes for

The victim lives with the reporter in low income housing and she's stated he's has to go and can no longer live in the home with her and her children. The reporter stated she moved to the city 7-8 months ago and she's over the limit of household members she's allowed to have. Ms. Malone has 7 children in the home as well and because she can't risk losing her housing, the victim has to go. The reporter stated everyone has tried to help him but he continues getting kicked out of group homes because of his behavior. Mr. Paten's last group home residency was at Boswell in Magee, MS.

Presently, “though independence may not be synonymous with behavioral autonomy, which also requires independent decision making in addition to demonstrating behavior independently, both concepts indicate the ability to complete tasks without proximity, guidance, prompting, support, or advice from others” (Hume, et al., 2014, pg.103). Furthermore, a leader who is constantly looking over the shoulder of his team members is little more than a babysitter. Moreover, independent teams necessitate resources, and specifically, employee time. Therefore, leaders should present their teams with reasons and opportunity so teams can stretch out on their own and even lead others.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,