Student Behavior Intervention Plan

In line with the school body as a whole, the students in this class come from diverse backgrounds. Student H’s family is from the Philippines and is identified as ESL, however no adjustments to lesson planning were required as she speaks, reads and writes English well. Many of the students in this class come from low SES backgrounds. Students B, K, M and P identify as Aboriginal. The home life of many of these students often negatively impacts on their behaviour at school. Students A and B are both on Behaviour Intervention Plans due to their highly challenging behaviours. Student A is a Child in Care who has experienced significant trauma. Students B, M and G have recently experienced significant events in their lives resulting in disruption

This highlighted the importance of ensuring that all students had the required prior knowledge and experience to engage in the planned learning. I observed my mentor teacher use class discussion to build required knowledge before reading a big book or introducing new content. The high level of off task behaviour displayed by this class highlights the importance of using varied instruction methods and hands on activities to increase student engagement (Howell, 2014). One strategy for increasing student participation and engagement that my mentor teacher encouraged me to use was eliciting frequent responses from students. In particular, strategies that required all students to respond such as thumbs up / thumbs down were an effective way of monitoring student participation and understanding.

During my professional placement I was asked to plan and teach the students their Mathematics lessons. The whole school uses the resource iMaths and implements it as outlined on a yearly plan. My first step in the planning process was to consult the yearly plan to determine what content the students needed to be taught. Once I had determined this I analysed the information gathered through observations, the Student Profile (see Appendix A) and samples of students’ work (see Appendix C) to plan learning experiences that catered for the different learning needs of the

The main ways that I made adjustments in my lesson planning (see Appendix B for Lesson Plans) was through adjusting the difficulty of the task, providing more or less support as well as varying the degree of direct instruction for different students. I also provided manipulatives for students to use if they needed to. Differentiation for the Prep students was achieved through the teacher’s aide providing individual students with different levels of support and adapting the questions she asked according to the student’s ability (see Appendix B). I had discussed behaviour challenges with the teacher’s aide prior to the lesson and determined that if the students who displayed challenging behaviours required extra support they would join my group as I was working with less students. Based on the data I determined that in Year one, Students I, J and M were higher ability and would benefit from being able to work independently and at a more difficult level than other students. I also noted that Students L and N would require additional scaffolding and support to reach the learning objectives. The data I had collected indicated that the other students in the class would be able to achieve the learning objective with minimal