Description:

The rules and expectations for Coolidge Middle School are “Be Prompt, Be Prepared, Be Polite”.  All students are expected to follow those expectations in and outside the classroom.  At the beginning of the school year, the students and I collaborated to develop specific observable behaviors that are expected. The result is the artifact shown.  I also included the acronym T.H.I.N.K. because a student requested that it be posted, and the class agreed.

Connection:

Performance indicator 4L states, “The competent teacher analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.”  Students brainstormed suggestions for expectations in the classroom in small groups, then voted as a whole group.  Examples and nonexamples were performed by students then voted and placed on this list.  The students agreed that these rules will make a conducive and positive learning environment in which they can participate and learn.

Learned:

I learned that when students buy-in or create rules and expectations, then disruptive behaviors are minimized.  Also, student are more apt to adhere to the rules because they created them.  This build relationships and encourages engagement. Of course, reminders are necessary, but it is less adversarial since everyone agreed to the rules in advance.

Description:

The Behavioral Support for Intensive Intervention was a project that I completed for a class.  Attached are the fictional students who are comparable to students who I have observed in the classroom.  I was able to gather information to identify target behaviors, antecedents, function of behaviors, and develop intervention strategies. 

Connection:

Knowledge indicator 4H states, “The competent teacher understands the use of student data (formative and summative) to design and implement behavior management strategies.”  Information was gathered through a functional behavioral assessment then used to make decisions for replacement behaviors.  This intervention process is important to ensure that students can remain in the least restrictive environment in school. Teachers can be proactive in creating a positive learning environment for the student to thrive.

Learned:

Through this process, I’ve learned that all behavior has a reason (function) or motivation.  Once teachers can identify the motivation of a behavior and gain buy-in from the parent and student, then learning can occur.  Also, this is a lengthy process and as a teacher, I must remain calm and positive.  It is not an easy process but worth it for the student.