Tyler's Appropriate Behavior In The Classroom

Tommy’s educational team has provided some information that will be very helpful in determining where we go next with his behaviors. The staff have specific issues with him during circle time. He is non-compliant and non-engaged during this time. It was said that Tommy has limited attention abilities and has a hard

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

Behavior Change Project Selecting a Student        I selected my student from one of my students that I viewed to have some of the worst behavior in the class. I am at Bond Elementary School which is an intercity school. Most of the school’s student population comes from subsidized housing (the projects).

His mom told me he during meet the teacher that he was diagnosed with ADHD in El Salvador. There are notes from his K teacher saying the "the mom brought paper work from El Salvador 504 Hyperctivity -ADHD." -Mrs. Rosa. Mateo gets distracted easily and its hard for him to stay

Encouraging Appropriate Behavior Case Study 2                                     Case Study 3    Education 304­ B07    Daisy Carvin    Liberty University                                  Carvin 1  Encouraging Appropriate Behavior Case Study 2 Carvin 2      ABSTRACT  Many teachers are faced with the difficult task of managing their student’s behavior. Even if we  have developed the best, most effective classroom management plan we can think of, there will always  be a few students who act out or disrupt the flow of learning. This is no different for Ms. Anderson. She  is a 5th­grade teacher, who in their second semester together, has run into a disruption problem  involving two of her students, Patrick and Zach. Ms. Anderson’s class has only 25 students, but Zach  and Patrick’s growing number of disruptions are causing the entire class to get off task and become  more interested in their constant fighting than learning.    According to Ms. Anderson’s observations, Zach likes to argue with Patrick, yelling (or crying)  in response to Patrick’s teasing, and is even prone to pushing Patrick if he does not get the response to  his requests or comments he desires (Curran, C., &  the IRIS Center., 2003). Patrick is the cause of  more disruptions in class, as he results to teasing Zach and other classmates by name calling and/or  making hurtful comments, calls out during class or gives unrelated/inappropriate responses if called on  during class discussions (Curran, C., &  the IRIS Center., 2003). He results to arguments if teachers  asks him to stop the teasing or stop his other undesired behavior (Curran, C., &  the IRIS Center.,  2003). Because of their disruptions, she cannot get the class to complete their assignments and little to  no instruction gets done. In order to get things back on track and diminish all of the disruptions caused  by Zach and Patrick, I will suggest several critical goals for them to focus on, as well as discuss why I  chose those particular goals using several strategies I will implement that will help encourage appropriate  behavior.   Encouraging Appropriate Behavior Case Study 2 Carvin 3      Zach and Patrick  Based on my observations of this case study, I feel that Patrick is more extroverted than Zach.  It is exhibited through his passion for sports, being the center of attention, and how he never stops  talking. Zach, on the other hand, is an introverted student, who does not like talking in class (unless  provoked by Patrick), interested in spending time with the class guinea pig than his peers, and likes to  keep to himself during independent work time.  I would create the following behavioral goals for Partick  and Zach to focus on during this semester:  Zach  ● Increase the number of reading assignments completed and participation in class  discussions and conversations by pairing him with Patrick; and   ● decrease the number of disruptions in class by incorporating activities pertaining to  animals or geometry   Patrick  ● Complete independent work quietly by pairing him with Zach; and   ● Increase interest in class discussions and minimize disruptions by utilizing interest in  storytelling  As a teacher, in these situations, I would more than likely create opportunities for the boys to  “switch roles,” or complete activities or assignments that the other student finds interesting. I feel that  because Zach is a student who is struggling in reading because of his disability, he feels he has to  counteract by responding to Patrick’s teasing. If there were opportunities in place for him to channel  Encouraging Appropriate Behavior Case Study 2 Carvin 4  that frustration and increase his reading capacity, he would not result to such disruptions and his  self­esteem in his ability to accomplish things will increase tremendously. Pairing him with Patrick would  cause them to interact on a different level and cause them to see the other’s perspective. On the flipside,  if Ms. Anderson incorporated plays and activities that were interesting to Patrick, I believe his  disruptions would decrease significantly and he would be more willing to participate in class discussions  and not just to get a rise out of the teacher or make his classmates laugh. If he had to mirror appropriate  actions during independent work time, Zach would be a perfect partner because he is always quiet. This  will likely help improve the interpersonal relationship between Patrick and Zach and help the two be  more productive in class without causing disruptions.  The strategies for encouraging appropriate behavior listed on the Star Sheets provided are   specific praise (verbal and written statements), criterion specific rewards(positive reinforcement system),  choice­making (selecting options), effective rules (general rules for the classroom), contingent  instructions (specific instructions to one individual), and group contingency (reinforcement techniques for  groups) (Curran, C., &  the IRIS Center., 2003). In this situation, I would choose choice­making and  specific praise for both Zach and Patrick, since they are both causing the disruptions and need to find  the same result when it comes to appropriate behavior. For Patrick, I would implement these particular  goals for Zach and Patrick because they both desire attention from their teacher and by simply praising  them when they complete independent work or correctly answer during class discussions will help them  in the long run to become more accustomed to exemplifying appropriate behavior. If Ms. Anderson  gives the boys the choice of managing their own behavior or the ability to choose between doing as told  and being rewarded or refusing to comply and accepting the consequences of this., I believe that would  help motivate them to do what is necessary in class and allow the learning process to thrive.  Encouraging Appropriate Behavior Case Study 2 Carvin 5  For Zach, I believe implementing the strategy of “specific praise” right away would be more  appropriate for him. Because of his learning disability, he may not feel adequate in his ability to read and  therefore causes him to act out.  He might gain confidence in his reading and schoolwork, which could  lead to his behavior improving. If a teacher implements praise. this could “function as a tool for  instruction and for increasing social and academic behaviors” (Curran, C., &  the IRIS Center., 2003).  However, in order to be effective, Zach must feel as if the attention Ms. Anderson is giving him is  motivational (Curran, C., &  the IRIS Center., 2003). The type of specific praise Ms. Anderson could  give to Zach that is most powerful and appropriate is “nonjudgmental; specific and descriptive;  contingent and immediate; and   sincere” (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003). Based on research, Zach  may need “to experience success and it is up to his teacher to ensure that he receives some form of  sincere and accurate praise or recognition” (Evertson, Emmer, & Worsham., 2003). A way for Ms.  Anderson to apply praise to Zach would be the nonjudgmental approach. Instead of grouping him with  his other 24 classmates, she could praise him on his reading alone: “Zach, I am very proud of you! You  read through that entire chapter with ease and never gave up! Great job.” Research shows  “effective praise should be individualized for students in its content and delivery” (Curran, C., &  the  IRIS Center., 2003). Any compliment towards his interests or improvement in reading will motivate  Zach to do better, and that would minimize the disruptions in class.   The way I would implement this strategy is by following steps I know would have the most  impact. First, I would assign a reading activity or assignment that is appropriate and peaks his interest.  For example, a reading assignment on animals (guinea pigs) may give Zach excitement about completing  the reading assignment. Then, after Zach leaves for his daily 30 minutes resource room support, I would  Encouraging Appropriate Behavior Case Study 2 Carvin 6  have the class do the same. After he returns, we would discuss the assignment by having several  students read various paragraphs aloud and then discussing them. I would have Zach and Patrick read  aloud to the class, alternating between the two between paragraphs and then praising them on their  reading. I believe pairing them together would help their relationship and give them a common goal.   Patrick is a student who loves to talk and feel like he is in control of his actions and behavior. A  strategy to implement with him immediately would be choice­making. The ability for students to make  choices themselves could be used to “prevent behavior problems and increase specific behaviors”  (Curran, C., &  the IRIS Center., 2003). Research agrees that if Ms. Anderson allows Patrick the  ability to chose what transpires during daily activities or routines, this would “enhance positive  interactions between teachers and students (Jolivette, Stichter & McCormick, 2002), and enhance  student task compliance and decreases student resistance as well (Kauffman, Mostert, Trent, &  Hallahan, 2002; Pacchiano, 2000). Researchers believe that “offering choices will provide Patrick with  decision­making opportunities that will give him predictability (Jolivette et al., 2002), because for  students like him with behavioral needs, it is only a result of their misbehaviors” (Van Acker, Grant &  Henry, 1996). However, it may not be ideal for Ms. Anderson to allow Patrick to make choices that  are not “conducive to her teaching style and classroom environment or that will disrupt learning in the  classroom (Curran, C., &  the IRIS Center., 2003).   In order to accomplish this, she must learn as much as possible about Patrick’s learning  preferences, likes, and interests (Curran, C., &  the IRIS Center., 2003). Options she could provide  include “materials and media, seating and grouping, subjects/instruction, or scheduling” (Curran, C., &  the IRIS Center., 2003). Patrick could decide what type of materials are to be used or which media  outlet to use, where he seats and with whom, what subject or learning preference he prefers, or the  Encouraging Appropriate Behavior Case Study 2 Carvin 7  order of activities and assignments (Curran, C., &  the IRIS Center., 2003). Giving him the choice  between these options will help him because he enjoys being the center of attention and this will give him  the responsibility he needs to manage how he acts in the classroom or interact with his classmates.   If I was Patrick’s teacher, I would accomplish this by starting the week off by informing him of  the choice he will be making. I would ask in which area would he feel comfortable choosing and  implementing his choice into my instruction the next day. I would then ask Patrick to help me with my  instruction to help him and the class. A way I would show this by giving Patrick the option to display his  understanding through an oral presentation instead of a written assignment. By centering him in front of  the class and giving him some responsibility. I feel this would benefit the class and Patrick because he  would feel excitement and enthusiasm towards his classroom and learning, while also keeping the class  on task and allowing them to learn, without focusing on the disruptions. In the end, his behavior and  attitude towards receiving an education would increase while his need for disruptions would become  miniscule or obsolete.   However, with implementing any lesson plan, classroom management plan, or strategy for  encouraging appropriate behavior, there will be cause for concern. In Zach’s case, if Ms. Anderson  spends half of the semester overpraising everything he does, this may cause animosity between Zach  and his classmates or may cause his self­esteem to plummet, especially if it is applied towards things he  already enjoys doing. It could cause him to rely on the teacher praising him for everything or could lose  its effect. When it comes to Patrick, allowing him the option of choice­making too often could cause him  to become overly confident and continue to disrupt class or lose its appeal to motivate him to continue  behaving appropriately. He may try to pressure his teacher into adding in additional options that are  irrelevant to the instruction or her teaching style. It may be difficult for any teacher to find the proper  Encouraging Appropriate Behavior Case Study 2 Carvin 8  balance between praising Zach and giving Patrick choice­making decisions, but the more we alter the  way we implement these strategies, the more likely they will have an effect on the students and improve  their behavior.                                         Encouraging Appropriate Behavior Case Study 2 Carvin 9    References:   Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.  Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved on  October 09, 2014 from http://iris.peabody.vanderbilt.edu/case_studies/  ICS­005.pdf  Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally  appropriate early childhood classrooms. Childhood Education, 76, 194–203.  Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for  elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.  Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices­Improving  behavior­Engaging in learning. Teaching Exceptional Children, 34, 24­30.  Kauffman, J. M., Mostert, M, P., Trent, S. C., & Hallahan, D. P. (2002). Managing classroom  behavior: A reflective case­based approach (3rd ed.). Boston, MA: Allyn and Bacon.  Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function  for risk for aggression. Education and Treatment of Children, 19, 316­334.      

What advice would you give teachers and administrators who indicated that they had school-wide problems with behavior? Advice that I would share with teachers or administrators that indicated experiencing issues with student behavior would be to employ the fundamental principles of RTI to support appropriate behaviors in the school. Tier 1 of the school wide behavioral support program would be to screen for behavior problems. The school could also establish school wide behavior expectations along with consequences and procedures for all students. Teachers would be encouraged to develop positive classroom experiences for all students. Tier 2 of the model would provide intervention and additional supports for students with behavioral issues. If the behavioral model and supports did not improve the overall behavioral outcomes for the students, then more intensive interventions could be implemented. Another suggestions that I would give to teachers and administrators would be to implement a positive social skills program such as Stop and Think, Conscious Discipline, or Great Expectations. All of these programs promote positive social skills, along with providing students and teachers the tools for dealing with behavior

Remember, this is a strategy to help decrease negative behaviors by developing and fostering positive relationships. When you see an improvement in the student's behavior, indicate it on the form. If you don't see an improvement, you can extend the time with the student (continue past 10 days) until you see a change. Please remember to include some of your students who exhibit positive behavior in this process. Please don't tell the students what you are doing. Just try and keep it casual and school-appropriate. You may have to guide students if the conversation crosses over into inappropriate content. Make it a teachable moment, if possible, but redirect.

I had built this relationship with Brandon based upon implementing morning “check- ins” with him in a social and emotional learning aspect. I would make sure he was feeling okay before entering his classes and seeing what I could do to fix any problems that had happened that morning or could arise as the day goes on. Soon later this student was expelled due to continuous defiance and interfering with the safety with himself and with other students. I believe this could have been avoided if Brandon had received social and emotional learning experiences with other

Encouragement Strategies to Increase Positive Student Behavior 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.

De-escalation strategies, cool off area, movement breaks, preferential seating away from distractions, visual/verbal prompts and cue, behavior intervention plan, clear and direct instructions and expectations, check for his understanding of classroom and assignment expectations, extended time (time and a half for classwork and assessments and at staff discretion), reduced class

With getting Michael familiar with the class rules this will help promote positive behaviors. In the article “Set Up Rules and Routines” (California, 1999), it states that “Rules and routines keep your class running smoothly so that you have more time for teaching academics. Rules are just like other instructional activities. They have to be taught, reviewed, and reinforced if they are to be remembered.” I would also let the new teacher know what behavioral strategies that is in place which is the behavior chart and the cool down zone. The cool down zone is a place where Michael can go to take a break or to redirect his behavior. The behavioral chart is to show Michael that he is making wrong choice and also he can see when he starts improving when he can move back up the chart. By having a sticker chart system in place Michael can look forward to a reward for the treasure box when achieving positive

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

CM spoke to Justin about his recent behaviors in school, his inappropriate dressing and leaving school grounds. Justin informs CM that he left school grounds to visit his adoptive parents because he misses them. CM inform Justin that he did not have permission from DCP&P to visit the Williams. CM informs Justin that his safety comes first. CM also informs Justin that Joslin was also aware of his behaviors in school and according to her if he continues displaying unsafe and oppositional behaviors she can violate him. Justin states that he does not want his probation to be violated. Mrs. Monestime reports that Justin is having a better day today. She reports that he completed his English assignment and he has not been wondering the halls. CM

Before I met with the student to do counseling sessions, I got a chance to see him, when he got into trouble for stealing supplies from his teacher. He cried and was very quiet, whenever he was asked about why he stole the supplies. I was nerve about doing sessions with him, because I was told that he was not much of an open person and he had a lot of non-verbal

I have a 13 year old boy at school by the name of Cory and he is finishing up his 7th grade year. Cory is a very nice and respectable young man but all year has struggled to stay on task and turn work assignments in on time. Cory’s mother has to come to the school periodically to help him clean out his locker and at home clean out his back pack to find some of Cory’s missing assignments. Cory has been having a hard time in school with his peers and some of his teachers. His friends thinks that most of the time Cory is being annoying and his teachers complain that he cannot stay on task, does not listen and talks too much. The teachers have spoken to Cory’s parents on several occasions to try to come up with solutions to the problem but so far no success with any long term changes.