TPE 11

TPE 11.1

TPE 11.1

Uses a variety of effective strategies, including methods for promoting positive behavior and social skills for building constructive relationships between all students.

One effective strategy that has worked for my students is emphasizing the expectations for our environment. For example, many of my students have been having issues shouting out and although it has gotten better, I wanted to emphasize the importance of waiting our turn to speak in order to give everyone thinking time. Throughout the day, I use positive reinforcement by rewarding students with our money system (EUREKA! money) as shown to the right. I praise students for being respectful, responsible, and ready, more specifically staying on task, raising their hands, being good classroom helpers, etc. After implementing this money system, I have noticed an increase in students making positive choices in the classroom.

Students use their eureka money to buy different items from the student store. A list of items students can buy is included below. Students get to choose if they save their tickets or spend them right away, which also teaches students the concept of money.

TPE 11.2

TPE 11.2

Knows how to develop and implement a Positive Behavior Support Plan, an individual student contract, and participate in school-wide PBS processes.

I implement my schools PBS process and hold my students to the expectations of being a successful student. I have included a picture to the right of the school-wide PBS process. In our classroom, we have positive reminders in the classroom, helping students make good decisions. I do my best to help encourage students to make good choices, and if they don't I will have a conversation with students and try to find the cause of the behavior and help students reflect on the choice they made. Everyone makes mistakes, including students, but by using the PBS process, I hope students will make better choices in the future. For example, one of my students was pulled by the nurse to have some tests done. The nurse reported back to me and my mentor teacher that this student was not compliant and disrespectful. After hearing this, I was surprised as I have never had any issues with this student and neither has my mentor teacher. Later in the day, I pulled the student to the side and asked about what happened with the nurse. This student said she did not know who the lady was and was not comfortable with her. I had a conversation with this student and explained that it is okay for her to feel that way, however she needs to use her voice and communicate. The nurse had no idea why she was acting this way and I explained how communication could have helped the situation. I also reminded the student of our school-wide PBS process, emphasizing that we should always be respectful and asking the reflective question if she had been kind, courteous, and polite with the nurse. Asking this question allowed the student to reflect on her behavior and understand that she needs to make better choices moving forward.

Behavior support contracts can help promote successful inclusion of students with IEPs in general education settings as they help set the rules and expectations for them. For example, in the behavior chart to the right there are categories such as using appropriate words, following directions, and keeping hands and feet to themselves. This chart is for daily behavior check-ins. However in the behavior contract on the bottom, it focuses on behavior expectations for the year, leading up to fun end-of-year activities. Both of these behavior contracts are beneficial for students in different ways and there are many other types of behavior contracts. It is important to find the right one for each individual student. For example, when I think a student could benefit from a behavior contract I take their abilities and needs into consideration. Some students need to be checked in with hourly, daily, weekly, etc. Each student will need to be on their own unique behavior plan. These contracts help promote successful inclusion of students.

Page updated

Report abuse