The Importance Of Direct Behavior Rating

In this case study, first year third grade teacher, Maggie Lindberg, is having trouble controlling her class. The children are well-behaved during their art period. However, when Ms. Lindberg is in charge, they are highly uncontrollable. They talk when they are not supposed to talk and they don’t listen to anything that Maggie says. There’s supposed to be a nature walk/field trip and Ms. Lindberg’s class has yet to complete the task.

Are you the type of person who wants to be able to go to work everyday doing something you love, helping others who need it, and getting a smile on your face just by the smallest of things that someone does? That is the type of person I am, which is why I chose the career path of a Behavior Specialist. A Behavior Specialist is someone who works with a person who may have a disability, and they study and work with them to make things as easy as possible for their daily life. They focus on the perception of life, however sometimes hesitate to present the strong conclusions how behaviors cause certain emotion (Thompson). A Behavior Specialist is also known as a Social Psychologist, because they study how a person’s mental life and behavior are shaped by interactions with other people (“Pardon Our Interruption”). The four main behaviors that Behavior Specialists look for when studying the actions of a person are, “Self-awareness, emotion, motivation, and feelings” (“Modeling the Early Human Mind”). Although I believe being a Behavior Specialist is a dream job, there are always issues that go along with any job, in this case emotions play a role in the occupation working with people who need extra help.

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

In order for teachers at Resthaven Elementary to improve their student’s scores on the SGLSST teachers must first evaluate their own behavior, tolerance and expectations. They must also create a healthy learning environment and motivate their students to do well. One of the most important instructional factors related to student achievement is the teacher’s behavior. The teachers’ behavior and expectations have a direct impact on how their students behave and perform. The teacher-student interaction must be positive. To promote academic achievement in students, teachers must have high expectations, be encouraging, be patient, provide supportive and corrective feedback and frequently assess their student’s

As I walked into the classroom, Mrs. Wansong introduced me to her students. Mrs. Wansong’s class is lighted by eight big windows. By the computers there are buckets of books, crayons, and colored pencils. Right next to the buckets there are two computers which the students take their reading tests on. Mrs. Wansong is hoping that they will soon get iPads so all her students can take the tests at the same time. She also has two whiteboards and two chalkboards. The student’s desks are arranged by four desks in a square and there are four sections, so there are 16 desks in total. In front of the chalkboards there is a half circle desk, and Mrs. Wansong’s desk in the back left corner so she can watch over all the students.

a usual routine changed? All these questions and many more could make a huge difference when

Haughn’s classroom was very organized. She had her desk in the front corner near the windows, while the desks were in the middle facing the front of the room. She had a bulletin board near her desk with a calendar to know the date as well as any other important events coming up. Near the windows, there were shelves that had books, games, and activities for the students for inside recess or for assignments for the students. The students had a place when you first walk in to put book bags and coats on to keep the clutter under control. While in the back corner, she had supplies of pens, paper, coloring utensils in a cabinet. Next to the cabinet was the student’s papers in alphabetical order in an

Use of differentiated instruction and technology to enhance learning outcomes. The teacher used an agenda and timer to maximize the time available for instruction. The teacher used cultural activities and technology to bring in multiple perspectives on the delivery of the content. The teacher also displayed promoting high expectations by repeatedly telling students what she expects of them. The teacher successfully addressed behaviors when they transpired. The management of classroom space and resources effectively for student learning was challenging. Many hurdles can play parts in managing classroom space; such as, arranging student desks with inadequate space. Adequate space, no safety issues, and less behavioral problems provided confirmation of how the teacher managed the space and resources for effective student learning. What if student’s inappropriate behaviors didn’t exist, would productive learning opportunities still be a measured component of the

F’s class. Behavior-wise, my second grade classroom struggles a bit. However, using Ohio Standard 5, element 2 and being aware of its necessity within the classroom, promotes a positive environment for not only me, but the students. Safe and positive classrooms are key when it comes to learning. I will not only use these standards in my student observing, but I will also use my understanding and the correlation between them and my evidence to further my future as an educator. “Behavior, respect, and expectations are key in any classroom, but even more so in an urban classroom,” said Ms. F, “it is easy to let the kids walk all over you, but you can’t let that happen.” As a future educator, I will make it my duty to promote a safe environment for children, perhaps using an app like Class Dojo to not only regulate behavior but promote and reward POSITIVE behavior. This standard and evidentiary website relates to the textbook. In relation to my evidence, Class Dojo makes parent involvement extremely key within the classroom. A direct quote from Chapter 11 in Teaching to Change the World states “when parents participate in their children’s education, students’ attitudes and achievement improve” (Oakes, 325). Class Dojo and the effort it makes to remove the barriers stopping constructive parent engagement is just one way that Ohio Standard

Adam was observed during his 5th-period algebra class on four different occasions. On October 22nd and October 26th, he was observed for 90 minutes. October 28th, Adam was also supposed to be observed for the entire 90-minute class, but the observation was cut short after he was sent to the office due to his behavior. The final observation was conducted on October 30th, for 75 minutes. Notes were taken detailing the classroom routine and Adam 's behavior (See Appendix B). The direct observations confirmed many of the behaviors described in the indirect assessment. At different points, Adam was out of his seat, left the classroom, refused to do his work, and used his phone at inappropriate times, but as noted by Mr. Brown in the indirect assessment, it was Adam 's verbal call outs that dominated the classroom climate during main group instruction. Even with the shortened days, Adam averaged almost 11 verbal call outs during the 40-50 minute main lessons. The indirect assessment gave the impression that the verbal call outs dissipated during the independent practice routine, giving way to more insubordinate behavior like a refusal to complete work. However, during the direct assessment, the verbal call outs spanned multiple routines, with Adam averaging 6 verbal call outs during independent practice.

The fundamental goal of an educator is to effectively teach their students. Therefore, the effectiveness of an educator’s classroom management is directly correlated to the student’s educational success. Moreover, an effective classroom management strategy contributes to an attentive and orderly classroom, providing the students with self-motivation, essential in early childhood development. “Self-motivation is a continuing process and the only way we become better and stronger is to create a few mistakes a long the way and also face a few setbacks”

What is the name, acronym, and publication date of the assessment? The name of this assessment is the Behavioral Assessment System for Children - Second Edition. It goes by the acronym of BASC-2 with a publication date of 2009.

There is a history of each student’s last name on the wall on the other side of Mrs. Braun’s desk. There seems to be a controlled temperature and lighting in the classroom and they are set at an adequate setting. The room is arranged with five groups of desks in a circular type shape. In the middle of the room is a cart where new assignments are put and reading journals are kept. There are different locations throughout the room for different supplies.

He drew a diagram on the board of a typical classroom set up found in most any classroom in the United States. He stressed