Module 3
In Chapter 7, there is a section that discusses Positive Behavior Supports which is required for students with disabilities by the Individuals with Disabilities Education Act. They are also referred to as Positive Behavioral Intervention Supports, which is a school-wide and three-tiered system that addresses potential and current problem behaviors. As a student moves from the first to the third tier, the interventions become more individualized and intensive. One of the second tier interventions is creating a Functional Behavior Analysis, which is a process that determines the purpose of a student's problem behavior. As I have said in an earlier discussion, there is a step that involves recording the frequency and causes of a target behavior which I had to complete as an assignment for one of my SPED classes. At the end of the FBA, a Behavioral Intervention Plan would have to be created in order to actually address the target behavior. This sometimes includes creating a safety plan in case the student's target behavior may threaten their own safety or their classmates'. Ultimately, the purpose of the student's behavior has been determined and a course of action has been set to decrease the behavior. Another second tier intervention is called Check In, Check Out which is being implemented one of the students in my current placement. This involves keeping track of the student's behavior throughout the day and recording the number of points that are earned in a chart. According to my cooperating teacher, it is very effective because it holds the students accountable for their actions and also involves providing positive feedback.
One of the concepts discussed in Chapter 13 is establishing a good classroom management system in the first weeks of class. According to a study that analyzed the first week's activities of effective elementary teachers, they "dealt with the children's pressing concerns first...were explicit about their expectations...had a workable, easily understood set of rules and...continued to spend quite a bit of time teaching rules and procedures" (Woolfolk 500). For my Elementary Science Methods class, we had to teach a classroom for our teacher's after-school science club in his elementary school. Before we started, our class was divided into pairs and then we made preparations for our lessons together. This included deciding how to establish the rules and procedures as well as creating a rewards and consequences system. Since my partner and I decided to present vague rules to the class and have the students add more details to those rules, we were able to establish a good classroom management system on the first day. We were also consistent with our rewards and consequences system which helped maintain our classroom management for all of the lessons.
Finally, Woolfolk discusses Connecting with Families about Classroom Management: "When parents and teachers share the same expectations and support each other, they can create a more positive classroom environment and more time for learning" (521). This is especially important because parents are valuable allies who can help teachers learn more about their students and about their learning needs. Unfortunately, conflicts are often formed between parents and teachers because of miscommunication; especially when there is miscommunication about the student's progress. In my school placement, the teacher showed me this website called Class Mojo which she uses as both a classroom management system and a communication tool with the parents. This website involves giving students points for positive behaviors they are displaying while completing their classwork. Whenever a point is added, there is a chime that sounds off for the whole class to hear which serves as a signal for everyone to stay on task. The teacher can also send messages to their parents as an email and can even translate the messages into the parents' preferred language. Therefore, the parents are aware of how their children are doing in class and the teacher is able to maintain a well-managed classroom.
One of the concepts discussed in Chapter 13 is establishing a good classroom management system in the first weeks of class. According to a study that analyzed the first week's activities of effective elementary teachers, they "dealt with the children's pressing concerns first...were explicit about their expectations...had a workable, easily understood set of rules and...continued to spend quite a bit of time teaching rules and procedures" (Woolfolk 500). For my Elementary Science Methods class, we had to teach a classroom for our teacher's after-school science club in his elementary school. Before we started, our class was divided into pairs and then we made preparations for our lessons together. This included deciding how to establish the rules and procedures as well as creating a rewards and consequences system. Since my partner and I decided to present vague rules to the class and have the students add more details to those rules, we were able to establish a good classroom management system on the first day. We were also consistent with our rewards and consequences system which helped maintain our classroom management for all of the lessons.
Finally, Woolfolk discusses Connecting with Families about Classroom Management: "When parents and teachers share the same expectations and support each other, they can create a more positive classroom environment and more time for learning" (521). This is especially important because parents are valuable allies who can help teachers learn more about their students and about their learning needs. Unfortunately, conflicts are often formed between parents and teachers because of miscommunication; especially when there is miscommunication about the student's progress. In my school placement, the teacher showed me this website called Class Mojo which she uses as both a classroom management system and a communication tool with the parents. This website involves giving students points for positive behaviors they are displaying while completing their classwork. Whenever a point is added, there is a chime that sounds off for the whole class to hear which serves as a signal for everyone to stay on task. The teacher can also send messages to their parents as an email and can even translate the messages into the parents' preferred language. Therefore, the parents are aware of how their children are doing in class and the teacher is able to maintain a well-managed classroom.
I just want to touch on the idea of establishing a good classroom management system during the first days of school. I believe that this is so important, and in fact, I would make this a number one priority for an elementary teacher. I would recommend spending most of your time establishing the routines and the rules for the school year on day one, and maybe days 2 and 3 too. I would also recommend practicing those routines until students have them down cold and have no excuses for not knowing what to do.
ReplyDeleteMeaghan,
ReplyDeleteThe section on PBS was quite familiar to me as well thanks to SPED 217 and our practice with FBAs and BIPs! It was cool to see how all of this material from different classes come to overlap and connect. Not only that, but it shows how important it is too! It was also interesting how you have already been able to practice establishing rules, procedures, and rewards systems within a classroom. Sounds like you did great and that is great preparation for you for the future! Finally, one of my cooperating teachers also used Class Dojo and I thought that it was interesting how parents could check in on their child too. Glad you saw the connection between the material and this method of classroom management! Thanks for sharing!