On Friday, October 24, I observed a Building-based Problem-Solving Team meeting at Syracuse Elementary School. The purpose of the meeting was to discuss a student that a teacher had referred. The team was there to hear the teacher’s concerns and to try to develop some interventions that would help the teacher to better meet the academic and behavioral needs of the student within the classroom setting. Furthermore, the meeting began with an introduction from one of the educators, stating an overview of the meeting process. The first point of discussion included assessing teacher concerns and having her provide in more detail what those concerns include. The second point of discussion included selecting the teacher’s target concern(s) and having …show more content…
The indicators for intervention observed by the educator include the following: the student has difficulty staying on task and keeping focus. When the student is not on task, which occurs frequently, she becomes disruptive and begins making noises. The disruptive behavior continues with the student getting out of her seat, walking around the classroom, and bothering other students. The concerns regarding the student’s academic performance include the student’s struggle and weakness in Reading. She is currently in the teacher’s lowest group of …show more content…
During Math, when the class uses manipulatives and there is not a lot of reading required, the student is able to remain focus. In addition, during the content area time and in small groups she is able to stay on task. The team also addressed the student’s strengths and positive qualities, to help them in establishing the intervention plans. The main qualities that stood out to her teacher include being helpful and responsible. An example of those qualities include the student getting the teacher’s mail. When the student is on task, she is nice and very likable. Also in the meeting, another educator shared with the team members the data and quick assessment information that she had collected on the student. The teacher observed the student during reading time and her observations were consistent with the student’s teacher. The teacher explained that the student was not very attentive she was out of her seat within ten minutes of her independent work. She was disruptive to other students, by either talking or bumping into them as she was walking by. The observer found that the student was on task for only 60% of the time compared to another student in the class who was on task for 95% of the time. Most of the other students remained on task and behaved approoralty during the class period, except for the specific student. For the pasts weeks, the
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
On one visit throughout my community and common environment I was able to observe three separate groups. Within this paper I will describe each group individually provide detailed information regarding body language of the group individually.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence. This article examined the effectiveness of fixed-time delivery of teacher attention to increase on-task behavior of 2 students in a general education classroom. During the baseline phase, teacher attention was given in the normal manner and no changes were made.
Throughout humankind, communication has been used from sending firer signals to the pony express; communication is a very important part of our world today. Team Leader and member should always know their audience. Managers have all the tools necessaries to get their message across from meeting, email, office bulletin board, using FedEx. No matter how they chose to get the message across effective communication is important.
... prevent the student from becoming frustrated (Scheuermann & Hall, 2012). This is appropriate for John because it has already been determined that he has a performance deficit and is not motivated to behave in math class due to his frustration that he does not understand the concepts. This method of instruction could ultimately help John improve his math skills rather than forcing him to continue to struggle with math. Since John is in an inclusion classroom with several other students, John’s teacher may not always have the opportunity to provide John with one-to-one instruction; therefore, other evidence-based interventions should be implemented when one-to-one instruction is not available.
2. During your observations, when was the student talking and participating more than other times? What were the circumstances (group size, one-on-one, activity)? Why is it important for you to notice this?
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
The first step for teachers in providing quality education is to be inclusive of all students and to offer Preventive Intervention where needed. Early identification and intervention of learning difficulties is most effective (NSW Public Schools, 2011; Rose, 2009). This requires the teacher to be alert and knowledgeable regarding student needs and potential problems and/or disabilities (Marsh, 2008). Preventive Intervention strategies are more likely to be utilised by experienced teachers as their prior experiences may help them to foresee potential problem areas or recognise indicators from students that they have previously seen. The concept behind Preventive Intervention is to reduce or limit new/minor problems that can m...
As explained in class, we may have a student who never completes assignments and from that viewpoint, we determined that the student is a lazy person and more than likely does not care about the class. There exist that single chance of being correct on the inference of the students life; however, it so happened to turn out the student loves the discussions in the classroom but is struggling to find a balance between school, home, and work. The student may have collapsed in the wake of anxiety as soon as they sat down to begin a paper f...
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
We spoke about the children in the classroom who have personalities and learning styles that are unique to them. Building a relationship with each child, gives her the opportunity to gain the necessary knowledge to create lesson plans that are relatable to their personalities and learning styles. Her association with the children impacts their feelings of safety and security which relates to their ability to interact and learn in the classroom. Another advantage my cooperating teacher spoke about is the fact she has known many of the children since they were babies. She has witnessed them grow, develop personalities, and learning
The one topic that was most relevant was behavioral issues, because most of the students in this classroom had behavioral problems and it affect the way they learn. It was great to see the teacher be patience, and it was very insightful to watch how she handle each behavioral problem that arose in the classroom. Another topic that arose was the different types of instruction, but as discussed early in the paper the classroom that I observed was a direct instruction. During the time spent in the school I gained insight on how to have good classroom management, what method on teaching worked the best, how to teach children with needs, and how to better motivate the children to