Moore.Iris 2.pdf - Iris Activity EDSP 327(50 points http\/iris.peabody.vanderbilt.edu\/module\/beh2 Initial Thoughts 1 As a new teacher what do you know

Moore.Iris 2.pdf - Iris Activity EDSP 327(50 points...

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Unformatted text preview: Iris​ ​Activity​ ​EDSP​ ​327​ ​(50​ ​points) Initial​ ​Thoughts: 1. As​ ​a​ ​new​ ​teacher,​ ​what​ ​do​ ​you​ ​know​ ​about​ ​managing​ ​student​ ​behavior? I​ ​know​ ​that​ ​the​ ​students​ ​displaying​ ​appropriate​ ​behavior​ ​have​ ​made​ ​the​ ​choice​ ​to behave​ ​that​ ​way​ ​because​ ​it​ ​is​ ​in​ ​their​ ​best​ ​interest.​ ​So,​ ​it​ ​is​ ​important​ ​to​ ​create​ ​a management​ ​plan​ ​based​ ​on​ ​the​ ​needs​ ​of​ ​the​ ​students​ ​in​ ​my​ ​classroom.To​ ​manage behavior,​ ​the​ ​teacher​ ​also​ ​needs​ ​to​ ​be​ ​aware​ ​of​ ​cultural​ ​influences​ ​as​ ​well​ ​as​ ​behavioral theories​ ​that​ ​help​ ​us​ ​understand​ ​how​ ​and​ ​why​ ​behaviors​ ​occur,​ ​as​ ​well​ ​as​ ​research permitting​ ​effective​ ​methods​ ​of​ ​managing​ ​types​ ​of​ ​behavior. 2. How​ ​do​ ​you​ ​develop​ ​an​ ​effective​ ​behavior​ ​management​ ​plan? A​ ​behavior​ ​management​ ​plan​ ​acts​ ​almost​ ​as​ ​a​ ​map​ ​or​ ​blueprint​ ​laid​ ​out​ ​with​ ​the methods​ ​of​ ​how​ ​you​ ​have​ ​chosen​ ​to​ ​handle​ ​the​ ​behaviors​ ​presented​ ​in​ ​your​ ​classroom.​ ​A successful​ ​and​ ​effective​ ​behavior​ ​management​ ​plan​ ​consists​ ​of​ ​6​ ​parts:​ ​Statement​ ​of Purpose,​ ​Rules,​ ​Procedures,​ ​Consequences,​ ​Crisis​ ​Plan,​ ​and​ ​an​ ​Action​ ​plan. Comprehensive​ ​Behavior​ ​Management​ ​Plan:​ ​Core​ ​Components Statement​ ​of​ ​Purpose My​ ​classroom​ ​is​ ​an​ ​encouraging,​ ​safe,​ ​accepting​ ​and motivating​ ​environment​ ​where​ ​students​ ​are​ ​challenged​ ​to express​ ​themselves​ ​and​ ​use​ ​their​ ​unique​ ​characteristics​ ​and abilities​ ​to​ ​create​ ​their​ ​own​ ​path​ ​to​ ​the​ ​academic​ ​success they​ ​are​ ​capable​ ​of​ ​achieving.​ ​All​ ​students​ ​will​ ​actively participate​ ​in​ ​the​ ​process​ ​of​ ​learning​ ​to​ ​reach​ ​their​ ​full academic​ ​potential​ ​and​ ​success. Rules Procedures keep​ ​your​ ​hands​ ​and​ ​feet​ ​to​ ​yourself raise​ ​your​ ​hand​ ​to​ ​be​ ​recognized use​ ​your​ ​inside​ ​voice​ ​in​ ​the​ ​classroom respect​ ​yourself​ ​as​ ​well​ ​as​ ​those​ ​around​ ​you, including​ ​the​ ​teacher ● follow​ ​directions​ ​from​ ​the​ ​teacher ● ● ● ● 1. Going​ ​to​ ​the​ ​Restroom ● ask​ ​for​ ​permission ● take​ ​a​ ​bathroom​ ​pass ● walk​ ​directly​ ​and​ ​quietly​ ​to​ ​restroom ● return​ ​to​ ​class​ ​quickly​ ​and​ ​quietly ● return​ ​the​ ​pass​ ​and​ ​continue​ ​working ​ ​ ​ ​ ​ ​ ​2.​ ​End​ ​of​ ​the​ ​Day​ ​Dismissal ● quietly​ ​pack​ ​belongings​ ​at​ ​desk​ ​with​ ​permission​ ​from teacher ● sit​ ​quietly​ ​at​ ​desk​ ​until​ ​teacher​ ​calls​ ​your​ ​row​ ​to​ ​grab belongings​ ​from​ ​cubby ● return​ ​to​ ​your​ ​seat​ ​quietly​ ​and​ ​pack​ ​up​ ​to​ ​leave ● remain​ ​quiet​ ​in​ ​desk​ ​until​ ​teacher​ ​dismisses​ ​you Consequences Positive Free/Frequent● verbal​ ​praise,​ ​piece​ ​of​ ​candy​ ​sticker Intermittent● note​ ​home ● bean​ ​bag​ ​time ● bonus​ ​points ● computer​ ​time Long​ ​term● principal​ ​recognition ● student​ ​of​ ​month/week Negative ● ● ● ● ● ● Verbal​ ​class​ ​reminder personal​ ​reminder issue​ ​warning​ ​personally sit​ ​with​ ​teacher​ ​during​ ​recess alert​ ​parents​ ​(call,​ ​note​ ​home,​ ​email) office​ ​referral Crisis​ ​Plan* Severe​ ​Safety​ ​Plan 1. designated​ ​“safe”​ ​student​ ​will​ ​immediately​ ​seek assistance​ ​from​ ​designated​ ​“safe”​ ​teacher 2. safe​ ​student​ ​will​ ​then​ ​seek​ ​assistance​ ​from​ ​office asap 3. students​ ​will​ ​evacuate​ ​classroom​ ​calmly​ ​and​ ​quietly with​ ​safe​ ​teacher 4. once​ ​behavior​ ​has​ ​been​ ​de-escalated,​ ​students​ ​will return​ ​quietly​ ​and​ ​calmly​ ​continue​ ​working 5. parents​ ​will​ ​be​ ​called​ ​and​ ​student​ ​will​ ​be​ ​dealt​ ​with at​ ​an​ ​appropriate​ ​time Action​ ​Plan Develop● create​ ​list​ ​of​ ​5​ ​general​ ​classroom​ ​rules ● create​ ​procedure​ ​plan​ ​for​ ​severe​ ​behavior ● procedures​ ​for​ ​using​ ​restroom​ ​and​ ​end​ ​of​ ​day dismissal Teach​ ​rules,​ ​procedures,​ ​consequences​ ​to​ ​students- ● hang​ ​poster​ ​and​ ​review​ ​classroom​ ​rules ● hang​ p​ oster​ ​and​ ​review​ ​severe​ ​safety​ ​procedure ● review​ e​ xpected​ ​behavior​ ​and​ ​review​ ​consequences Share​ ​with​ ​others● go​ ​over​ ​plan​ ​with​ ​principle;​ ​make​ ​corrections​ ​as necessary ● share​ ​copy​ ​with​ ​designated​ ​safe​ ​teacher ● add​ ​copy​ ​to​ ​substitute​ ​folder ● send​ ​letter​ ​home​ ​to​ ​parents/guardian Review ● review​ ​rules​ ​and​ ​plans​ ​2​ ​or​ ​3​ ​weeks​ ​after​ ​during​ ​class time ● review​ ​rules​ ​that​ ​are​ ​problematic​ ​for​ ​your​ ​classroom when​ ​necessary Amy-​ ​Perceptions​ ​of​ ​authority​ ​figures Jamal-​ ​Level​ ​of​ ​emotionality Keone-​ ​Attitudes​ ​towards​ ​sharing Page​ ​3​ ​Activity: 1.​ ​At​ ​the​ ​beginning​ ​of​ ​the​ ​school​ ​year,​ ​you​ ​created​ ​a​ ​classroom​ ​behavior​ ​management plan,​ ​and​ ​for​ ​the​ ​most​ ​part​ ​it​ ​has​ ​been​ ​working​ ​well.​ ​Lately,​ ​however,​ ​you’ve​ ​noticed​ ​a number​ ​of​ ​students​ ​eating​ ​candy​ ​and​ ​chewing​ ​gum​ ​during​ ​class.​ ​List​ ​two​ ​changes​ ​that you​ ​could​ ​make​ ​to​ ​your​ ​behavior​ ​plan​ ​to​ ​address​ ​this​ ​increasingly​ ​problematic​ ​behavior. One​ ​of​ ​the​ ​possible​ ​changes​ ​could​ ​be​ ​to​ ​verbally​ ​remind​ ​students​ ​that​ ​gum​ ​and eating​ ​in​ ​the​ ​classroom​ ​are​ ​not​ ​allowed,​ ​and​ ​remind​ ​them​ ​that​ ​they​ ​must​ ​save​ ​eating for​ ​designated​ ​snack​ ​time​ ​and​ ​lunch​ ​in​ ​the​ ​cafeteria.​ ​Another​ ​change​ ​I​ ​could​ ​make would​ ​be​ ​to​ ​add​ ​those​ ​two​ ​specific​ ​problems​ ​to​ ​rules​ ​on​ ​the​ ​poster​ ​and​ ​list​ ​them​ ​as:​ ​do not​ ​chew​ ​gum​ ​in​ ​class;​ ​Eat​ ​in​ ​class​ ​during​ ​snack​ ​time​ ​and​ ​in​ ​the​ ​cafeteria​ ​for​ ​lunch time​ ​only 2.​ ​Most​ ​teachers​ ​create​ ​procedures​ ​for​ ​routine​ ​activities​ ​(e.g.,​ ​walking​ ​in​ ​the​ ​hallway, going​ ​to​ ​the​ ​restroom).​ ​Just​ ​as​ ​important​ ​are​ ​procedures​ ​for​ ​less-frequent​ ​activities​ ​(e.g., attending​ ​an​ ​assembly,​ ​responding​ ​to​ ​a​ ​fire​ ​or​ ​tornado​ ​drill).​ ​Select​ ​a​ ​less-frequent activity​ ​and​ ​write​ ​out​ ​a​ ​new​ ​procedure​ ​to​ ​address​ ​it. Fire​ ​Drill: 1. immediately​ ​line​ ​up​ ​quietly​ ​at​ ​the​ ​door 2. wait​ ​for​ ​the​ ​teacher​ ​to​ ​lead​ ​class​ ​to​ ​safe​ ​zone 3. stay​ ​in​ ​line​ ​and​ ​follow​ ​the​ ​teacher​ ​quietly 4. remain​ ​in​ ​line​ ​with​ ​your​ ​class​ ​and​ ​teacher​ ​the​ ​entire​ ​drill 5. teacher​ ​will​ ​call​ ​role 6. remain​ c​ alm,​ ​quiet​ ​and​ ​with​ ​your​ ​class​ ​and​ ​return​ ​to​ ​classroom​ ​when​ ​necessary 7. teacher​ c​ alls​ ​role​ ​again​ ​and​ ​continues​ ​with​ ​class 3.​ ​You​ ​developed​ ​a​ ​step-by-step​ ​crisis​ ​behavior​ ​plan​ ​to​ ​address​ ​serious​ ​problem behaviors​ ​that​ ​might​ ​arise​ ​in​ ​the​ ​classroom​ ​(print​ ​and​ ​attach).​ ​ ​Now​ ​consider​ ​what​ ​you would​ ​do​ ​if​ ​a​ ​behavior​ ​crisis​ ​occurred​ ​while​ ​your​ ​students​ ​were​ ​a)​ ​in​ ​an​ ​assembly​ ​or​ ​b) on​ ​the​ ​playground.​ ​Create​ ​a​ ​separate​ ​crisis​ ​plan​ ​to​ ​address​ ​one​ ​of​ ​these​ ​situations. In​ ​an​ ​assembly: 1. Notify​ ​administration​ ​and​ ​teacher​ ​near​ ​you​ ​for​ ​assistance 2. using​ ​administrative​ ​or​ ​other​ ​teacher​ ​assistance,​ ​remove​ ​student​ ​showing​ ​severe behavior 3. assisting​ ​teacher​ ​watches​ ​class​ ​and​ ​if​ ​needed,​ ​leads​ ​them​ ​out​ ​of​ ​the​ ​assembly when​ ​it​ ​is​ ​over​ ​and​ ​watches​ ​both​ ​classes​ ​until​ ​teacher​ ​returns 4. take​ ​the​ ​severe​ ​student​ ​to​ ​empty​ ​classroom​ ​or​ ​administrative​ ​office​ ​to de-escalate 5. call​ ​parents 4.​ ​You​ ​created​ ​an​ ​action​ ​plan​ ​to​ ​effectively​ ​implement​ ​your​ ​behavior​ ​management​ ​plan (print​ ​and​ ​attach).​ ​Midway​ ​through​ ​the​ ​school​ ​year,​ ​though,​ ​two​ ​new​ ​students​ ​are assigned​ ​to​ ​your​ ​class. a.​ ​How​ ​would​ ​you​ ​introduce​ ​these​ ​students​ ​to​ ​your​ ​classroom​ ​behavior management​ ​plan? During​ ​an​ ​individual​ ​meeting​ ​before​ ​class​ ​or​ ​after​ ​when​ ​I​ ​am​ ​given​ ​the opportunity​ ​to​ ​meet​ ​the​ ​students​ ​and​ ​familiarize​ ​them​ ​with​ ​the​ ​classroom​ ​and content​ ​covered​ ​before​ ​they​ ​arrived​ ​and​ ​currently. b.​ ​How​ ​would​ ​you​ ​introduce​ ​their​ ​parents​ ​to​ ​the​ ​classroom​ ​behavior​ ​management plan? I​ ​would​ ​send​ ​home​ ​the​ ​same​ ​letter​ ​that​ ​was​ ​sent​ ​to​ ​parents​ ​at​ ​the beginning​ ​of​ ​the​ ​year,​ ​to​ ​be​ ​signed​ ​for​ ​approval​ ​and​ ​returned,​ ​as​ ​well​ ​as​ ​make​ ​a phone​ ​call​ ​to​ ​give​ ​them​ ​a​ ​chance​ ​to​ ​ask​ ​questions​ ​or​ ​share​ ​any​ ​concerns​ ​they may​ ​have​ ​about​ ​my​ ​teaching​ ​or​ ​classroom. 5.​ ​To​ ​complete​ ​the​ ​following​ ​activity,​ ​you​ ​will​ ​need​ ​to​ ​revisit​ ​(though​ ​not​ ​change)​ ​your classroom​ ​behavior​ ​management​ ​plan​ ​you​ ​created​ ​online.​ ​ ​Watch​ ​the​ ​student​ ​behaviors depicted​ ​in​ ​the​ ​movie​ ​below​ ​and​ ​decide​ ​how​ ​you​ ​would​ ​address​ ​them​ ​(time:​ ​1:53).​ ​Note: You​ ​might​ ​find​ ​it​ ​easier​ ​to​ ​play​ ​the​ ​entire​ ​movie​ ​once​ ​and​ ​then​ ​replay​ ​it​ ​using​ ​the​ ​pause button​ ​as​ ​you​ ​work​ ​through​ ​the​ ​scenario.​ ​You​ ​will​ ​find​ ​the​ ​movie​ ​under​ ​assessment​ ​icon. a.​ ​Use​ ​the​ ​worksheet​ ​below​ ​to​ ​complete​ ​this​ ​question Student behavior Should​ ​this​ ​receive​ ​a positive​ ​or​ ​negative consequence? Positive Emily​ ​pencil sharpening Caleb​ ​homework Jonathan question Melissa​ ​class entry Jonathan question Negative ✓ verbal​ ​praise ✓ verbal​ ​praise​ ​and reminder​ ​to​ ​keep​ ​up good​ ​work Drew​ ​tripping Nicole​ ​math problem Your consequence ✓ Verbal​ ​warning​ ​and time​ ​out​ ​if​ ​behavior consists verbal​ ​praise​ ​for correct​ ​work​ ​and appropriate​ ​behavior after​ ​fall;​ ​give​ ​a starburst ✓ ✓ verbally​ ​remind​ ​to raise​ ​hand​ ​to​ ​speak and​ ​that​ ​is​ ​not relevant​ ​to​ ​the​ ​lesson and​ ​must​ ​ask​ ​during computer​ ​time ✓ reminder​ ​that​ ​it distracts​ ​the​ ​whole class​ ​when​ ​coming​ ​in late​ ​and​ ​next​ ​time late​ ​w/o​ ​excuse,​ ​will be​ ​counted​ ​tardy ✓ a​ ​second​ ​reminder​ ​of what​ ​i​ ​just​ ​told​ ​him about​ ​computer games​ ​during​ ​math lessons​ ​and​ ​give warning Jason​ ​drink Kristin​ ​note Megan​ ​board ✓ verbally​ ​remind​ ​them not​ ​to​ ​pass​ ​or​ ​throw notes​ ​to​ ​others​ ​in class,​ ​save​ ​them​ ​for lunch,​ ​recess,​ ​or​ ​after school verbal​ ​praise​ ​and starburst;​ ​note​ ​of recognition​ ​on weekly​ ​report​ ​card ✓ Jonathan question Class​ ​working ✓ verbal​ ​warning​ ​not​ ​to disturb​ ​class​ ​when getting​ ​water​ ​and state​ ​that​ ​you​ ​will check​ ​the​ ​IEP​ ​after class,​ ​but​ ​you’re certain​ ​it​ ​isn’t​ ​so​ ​he must​ ​ask​ ​permission ✓ ✓ have​ ​him​ ​put​ ​the computer​ ​game​ ​on teacher​ ​desk​ ​and​ ​ask to​ ​meet​ ​you​ ​after class​ ​to​ ​talk individually​ ​about his​ ​behavior verbal​ ​praise​ ​and allow​ ​students​ ​to pack​ ​up​ ​5​ ​minutes early b.​ ​If​ ​you​ ​have​ ​implemented​ ​a​ ​comprehensive​ ​behavior​ ​management​ ​plan​ ​and these​ ​behavioral​ ​issues​ ​continue​ ​to​ ​occur,​ ​which​ ​parts​ ​of​ ​your​ ​plan​ ​should​ ​you consider​ ​revising? I​ ​would​ ​probably​ ​need​ ​to​ ​add​ ​more​ ​specific​ ​rules​ ​and​ ​consequences​ ​as well​ ​as​ ​begin​ ​implementing​ ​my​ ​token​ ​economy​ ​system​ ​using ​the​ ​revised​ ​list​ ​of rules​ ​as​ ​the​ ​golden​ ​ticket​ ​to​ ​receive​ ​rewards​ ​individually​ ​and​ ​a​ ​movie​ ​party​ ​for the​ ​class. ...
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