SITUATION REFLECTION

 

The general re-suggested strategies for intervention that I have developed for the behavior management situations are as follows:

All rules will be set up as curriculum lessons for the students at the beginning of the school year.  Students will have time to practice the rules through a variety of learning methods, including direct instruction.  The adults and students will give positive feedback by pointing out rule-following behavior.  Students will demonstrate their understanding of the rules and consequences by taking a test with 100% accuracy as the goal.  Documentation of the students’ understanding will be kept on file throughout the year.  Families will receive a timely notice of the classroom rules and consequences. 

Students that follow the rules will have the reinforcement consequence of activity time.  The activity will be educational and agreed upon beforehand with the teacher.  Students who do not follow the rules will get a reduced amount of activity time or they will have consequences that fit the behavior as soon as the behavior happens or as soon as possible.  The students will be informed that I will make the final decision as to whether a rule was followed or not followed.  Offering the incentive of activity time may not be necessary for certain groups/classes of children.

School rules will be enforced as outlined in the student handbook/discipline policy statement developed by the school or district. 

I will monitor my classroom behavior management plan by using a master check sheet within easy reach.  The number of the rule followed or not followed will be documented with a brief note as to the student, date, time, behavior and setting of the student.  At random intervals, I will check when students are following rules and tally with a different mark.  Each student will have a card or paper with the current date on or at their desk with the rules listed and numbered.  If they do not follow a rule, I will write the time and date by the rule number and also document it on the master check sheet.  Self-monitoring will be the goal for this process.  The monitoring process will be taught to the students through direct instruction.  Students with no check marks at the end of a pre-set time period may demonstrate with a mark of their choice, such as drawing a star or happy face, documenting that they followed all the rules for that time period.  Another example for demonstrating rule-following behavior could be for students to write on their card a note about their positive behavior in reference to the rules.  All families will be notified regularly of their child’s behavior at school.  Adaptations to the behavior management plan would be made, if necessary, reflecting the special needs of the students.    

Students will receive activity time or no activity time, depending on their behavior.  Data cards will be collected daily.  Afterward, I will evaluate the data for types and times of behaviors.  If there needed to be a revision I plan to look at my instruction, materials, room arrangement, schedule, and then students to find needed changes or incentives for individuals or the class.  Although consistency is vital, I would be flexible in changing for the benefit of the students.  So, I would implement, document and evaluate the new strategies.

More specific re-suggestion strategies for intervention are as follows:

In the first situation, with Jason, I simply focused on establishing classroom rules without looking further to the environment, the family situation, the student, or myself.  An understanding of reinforcers would also guide me to possible interventions.  Except for pre-established rules, I did not have a clear consequence plan for Jason talking to a friend after he entered class.  A change of strategy for this talking would include a bell-ringer activity, close proximity and using appropriate body language to convey the message that he needed to stop talking.  Likewise, I would try a deduction of activity time for the class or the student.

In the second situation with Rosie, there were many behaviors that needing attention.  Initially I did select only two target behaviors for beginning intervention and consequences, using a self-monitoring and reward system.  However, I did not include a behavior disorder screening or a contingency contract.  I would include these as a change of strategies.  Other strategies that I would use would be not taking her “bad” attitude personally.  I would also document and monitor her behavior through a data based behavior management system.   

For the third situation, for Jennifer, who did not complete her homework, my strategies included looking at the home situation and looking critically at the meaningfulness of the homework I assign.  Next, I planned to develop workable alternatives to homework.  I also suggested setting up a contingency contract with Jennifer.  Some changes I would make would be to begin problem solving by looking back on why the behavior went on for over six weeks.  I would have on-going communication with the family about Jennifer’s work.  Perhaps developing a collaborative behavior activity for Jennifer would help.   Although I would not stop intervention strategies, I would understand that the ultimate control of homework completion belongs to Jennifer. 

My strategies for the fourth situation, where Vanessa says that she never heard of a certain rule, were to have rules in place, passed out, posted, and reviewed periodically.  I would also have documentation that she understood the rules and consequences.  She would receive appropriate consequences promptly.  I would avoid the “fairness” issue.  Re-suggestions for my strategies would be to use a testing situation to make sure that all students understood the behavior management system, not just assume understanding or have them verbally state understanding.

My initial suggestions for Susan, in the fifth situation, were to have a behavior management system already in place that included only one verbal warning and documentation.  Other students would receive appropriate consequences.  Moving Susan might help.  Some changes I would make in my strategies would be to look at the whole classroom layout and decide if changes needed to be made there, not just for Susan.  Likewise, all students involved would receive a documented warning.

For the sixth situation with M, I suggested some of my general behavior management system for him, as well as monitoring his behavior with a baseline.  A system of self-monitoring and incentives was included as a strategy.  Since I ignored his above grade level performance, I would re-suggest giving him choices and challenges.  For his social relationships I would use a social skills curriculum and encourage peer tutoring.  Likewise, I would collect and evaluate additional information on M by completing an informal behavior/social skills assessment to learn more about his strengths and needs.

 In the seventh situation with Vickie, I began by suggesting my overall behavior management system.  Next, I decided to ignore her initially and later, after class, move near her to let her know that I would be expecting to talk to her.  Some re-suggestions would be to make sure to avoid a power struggle with her, use active listening, and remain calm.  Another strategy that I would employ would be to complete, document and evaluate a data based behavior management system, and then propose additional interventions.

            For Brandon, the last of the situations, I originally suggested to stop discussing his behavior with him everyday.  Again, I would complete and evaluate a data based behavior management system for additional interventions.  Although I understood that a teacher couldn’t make the family become involved, I did not utilize strategies to maintain and document communication with them.  Sharing information about Brandon’s behavior at home would assist me in finding the best strategies to use in the classroom.  I would also ask about the family’s preference for communication and contact times.  Interviewing Brandon’s other teachers, past and present, would add to my understanding of his behavior.  I would also complete a preliminary screening for behavior, if necessary.  Other strategies that I would utilize would be to give Brandon choices and positive reinforcement for appropriate behaviors. 

Reflecting on the changes in my behavioral management suggestions, I feel that they have occurred as a result of evaluating and revising my classroom rules, consequences and philosophies of teaching.  The shared input from my instructor, my classmates, and my mentor teacher was also important in helping me to refine my strategies.  Coursework activities such as the situations themselves, as well as the text and handout readings, case studies, classroom diagram, the data based behavior management assignments, and the models of management study, have all increased my understanding of behavior and behavior management.  In addition, understanding how the teacher, school, family and community influence student behavior affected the changes in my behavioral management suggestions.

The changes I have made are evident in my rethinking and rewriting my teaching and behavior management philosophies, and in setting up my classroom rules and consequences.  In rewriting each of the situation analysis, I found that my philosophies are reflected throughout my changes.  A behavior management system needs to be preventative.  That is, students should know what to expect about their behavior, consequences and rewards.  The students should have an opportunity to practice the behaviors to success.  Their knowledge should be documented.  By having the students participate in making, practicing, and being responsible for the rules and consequences, I am more apt to gain their cooperation.  These concepts were expressed in my general and specific situation rewrites.    

Reflecting on my changes in the behavior situations has reinforced my belief that, as a teacher, I have important responsibilities to my students and their families.  It is my responsibility to help students to be responsible citizens.  By working toward goals of having students self-monitor and self-correct, I am setting up a foundation of self-knowledge, self-discipline, positive self-esteem, and life-long learning.  These skills will help my students in many future life situations.  Furthermore, I am reminded to look at the whole child.  So, my responsibility extends to the family.  Consistent communication and collaboration between school and home is key to a student’s success. 

In a similar manner, changes in my original suggestions for the situations came about because of the hands on practice of the course assignments.  For example, I practiced observation skills, and collecting and reporting accurate data.  I also learned to identify possible strategies for intervention.  The DBBM process is a valuable tool that I incorporated into my rewrites of the situations.  Another course assignment, the models of management, specifically, Fredric Jones’ Positive Classroom Discipline, influenced my rewrites by giving me a foundation from which to work my behavior management system.

In critiquing the behavioral management suggestion changes for the situations, I feel confident that my changes have increased my understanding of behavior management, and the process has allowed me an opportunity to review my completed coursework for Behavior Management and Consultation.  In addition, I can incorporate aspects from other courses into my behavior management system.  For example, the contingent choice on self-management task from Thomas Lovitt’s Tactics for Teaching develops student behavior two-fold.  When a student shows competency in a target behavior, they are given “choices of activities.”  This parallels Fredric Jones’ model and teaches self-determination through goal setting and decision-making.  Another example is the TESA observation.  This would be an effective tool for evaluating the impact of my teaching actions or another teacher’s actions on student behavior.  The social/emotional surveys and informal assessments that I experienced this semester would be helpful to use with students as a means to gain insight about a student’s behavior, as would an ecological assessment.  The problem solving experiences incorporated into two of my courses will be invaluable when working collaboratively with students and families, as well as school and community personnel.

The situational changes that I have made are only a beginning step for my internship, student teaching, and future teaching career.  No doubt, the continual revisions that I have made this semester toward my philosophies and my behavior management plans will be repeated.  What’s more, I feel further study into Fred Jones’ model of behavior management is needed.  Likewise, actual practice in the field during my subsequent blocks will be a venue to apply my knowledge.  Since I have a background perspective and experience in social skills development, and it was my behavior management focus, I am looking forward to learning about behavior management in an academic environment.                                  

 

 

 

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