Artifact 10

This artifact comes from my clinical instructor allowing me to implement my own token economy or form of positive reinforcement into her classroom and getting to firsthand observe differences in student behavior.

In recent weeks, I've encountered significant challenges in managing disruptive behavior in Mrs. Weir's classroom. Despite employing various strategies, such as giving “checks” or taking away recess, the students' response has been less than ideal. It became evident that traditional disciplinary measures were ineffective in fostering long-term behavioral changes and creating a positive classroom environment. Recognizing the need for a different approach, Mrs. Weir graciously allowed me to implement my token economy system, known as "Des Dollars," as a form of positive reinforcement. The transition to the token economy system marked a turning point in classroom dynamics. As I began distributing "Des Dollars" to students who demonstrated positive behavior, such as staying focused on tasks and participating actively in discussions, I noticed a remarkable transformation in their demeanor. It was as if a switch had been flipped – suddenly, students who were previously disruptive or disengaged became attentive, motivated, and eager to earn rewards. What struck me the most was the immediate and tangible impact of positive reinforcement on student behavior. Whenever I introduced "Des Dollars" into the classroom, there was a noticeable shift in the atmosphere. Students straightened up, ceased their chatter, and redirected their focus towards their work with renewed determination. 

It was a stark contrast to the challenges we faced previously, and it reaffirmed the power of positive reinforcement in shaping behavior and fostering a supportive learning environment. I believe the success of the token economy system lies in its ability to reframe students' perceptions of authority and discipline. Rather than viewing me as a stern disciplinarian who metes out punishments, students now see me as a facilitator of rewards for their positive actions. By aligning incentives with desired behaviors, the token economy system not only encourages compliance but also cultivates intrinsic motivation and a sense of ownership over one's actions.

As I continue to refine and implement the token economy system in the classroom, I am optimistic about its potential to promote positive behavior and enhance the overall learning experience for students. With Mrs. Weir's guidance and support, I am confident that we create a classroom environment where every student feels valued, supported, and empowered to succeed. Implementing a token economy system in Mrs. Weir's classroom has been a transformative experience, offering valuable insights into effective classroom management and the power of positive reinforcement. This opportunity has equipped me with practical knowledge and highlighted the importance of flexibility, innovation, and collaboration in addressing classroom challenges. By witnessing the positive impact on student behavior and engagement, I am better prepared to create a supportive and inclusive learning environment in my future teaching career.

CEC Standard 2: Learning Environments 

Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.