The behavioral matrix creation process is tedious in an attempt to create a quality accountability system that is consistent to develop young men and women of character. Elias’s (2013) study found the following: “education policy has the capacity to save lives and create positive trajectories by increasing its focus on promoting students’ social-emotional and character development and the relevant supportive conditions in schools. (p. 142) When creating a behavioral matrix, it needs to have structure and consistent guidelines to create positive outcomes for our students. If we focus on the development of character while creating our behavioral matrix, positive trajectory could be expected. When developing the behavioral matrix, I attempted to look through a lens of preventive measures versus reactive. The incentives and rewards sections can assist this ideology of improving culture …show more content…
If it a positive based method, which research has proven more effective than punitive punishment, a positive cultural shift will be experienced. Nooruddin and Baig’s (2014) study found: “The majority of the teachers (95%) and students (86%) feel that school leadership influences students’ behavior management through providing awards to the students for good behavior rather than consequences for misbehavior.” (pg. 2) It is advantageous for all staff and students to understand the system so that we can ensure social equality and produce the best results within the classroom. If done correctly, a behavioral matrix will be one applicable to all student and one that is just and extends fairness to everyone. According to McKevitt & Braaksma (2005), “the universal system is designed for all students in a school building” (pg. 740). All students and staff are capable of following a well developed PBSS and new behavioral matrix because of the universal natured
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
It was effective because it started by stating the behavioral issue and why it needs to be modified. Then this program formed various reasons as to why individuals portray certain behaviors. Next, the target behavior and the assessment of behavior was examined, measured and observed. During this time, a frequency tracking of the behavior was done and results were recorded. After obtaining the results, realistic goals were set with positive and negative reinforcement. Altogether, these steps resulted in a change in behavior which was evident by our test sample, Sarah. The behavioral modification needs to be exposed to the world on a broader scale to create more effective behavioral changes with guidance because there are many individuals who would like to change their behaviors but do not know the first step to take in doing
Using a quasi-experimental design with carefully matched comparison conditions, twenty-five elementary, middle, and high schools with more than 24,000 students (i.e., the treatment group) are being exposed to an array of character development initiatives. These schools have been matched with demographically similar schools (i.e., the control group) that are not receiving these initiatives. Baseline data for goals and objectives were obtained during the 2002-2003 school year for the purpose of comparison with data obtained during subsequent years of the program.
Discipline is important in maintaining a positive classroom environment and influencing a child’s development. During my field experience at S.H. Elementary, I have observed Mrs. Branson using various techniques to reinforce positive behavior in her 3rd grade classroom. Mrs. Branson’s teachers 3rd grade in a charter school located in the south suburbs of Minneapolis. Her class consist of 23 diverse student learners from various racial, ethical, cultural, and economic backgrounds. Each student acquires individual wants and needs, and exhibits a range of behaviors. Mrs. Branson practices operant conditioning techniques to acquire the good behavior she wants and needs from her students.
...acter education research at the high school level is paramount considering the lack of such research correlating any type of character education program with student achievement.
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
Nelson, S. W., McGhee, M. W., Meno, L. R., & Slater, C. L. (2007). Fulfilling the promise of educational accountability. Phi Delta Kappan, 88(9), 702-709. Retrieved from http://search.proquest.com/docview/218481883?accountid=32521
During the human life, people experience grief, however, people choose to cope with their grief in various ways. Many talks to a family member, sleep or allow themselves to be sad to relieve the pain. When Tracy K. Smith’s (U.S. poet laureate) father passed, she believed that therapy would help heal her heartache. Years after Smith’s therapy sessions, she wrote “Savior Machine.” She clarifies at a common read at Southeastern Louisiana University, that it is “a poem about feeling freed to look at my life in a clear-eyed way” (Smith). In portions of her poem she also explains how the sessions enhance her acceptance of her father’s death. “Savior Machine,” allows her readers to view the results of her therapy and it reveals that she receives more
I believe every student is entitled to a safe learning environment where they can reach their full potential academically and behaviorally. Students will reach their full potential in a positive learning environment. The positive learning environment will be established from the beginning of the year providing a lasting impact on the students academic, and behavior performance throughout the entire year. The positive learning environment will be a classroom setting, which allows students to feel welcomed, safe, and important on daily basis allowing learning to occur to its fullest potential. To ensure my students are in a positive learning environment there must be a behavior management plan clearly explaining the expectations I have for my students. Throughout my behavior management plan I will explain how I plan to implement expectations so students act accordingly. My behavior management plan will be individually tailored to my students allowing me to push them to their fullest potential to by taking into consideration each student’s behavior and personal needs.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
The article thoroughly explained how the behavior system worked in their school and gave examples of how the program was implemented and showed improvements. In reading this article, it only provided little information behind the data that was involved in using the program. Overall, the article provided sufficient information has to how the technology can help improve classroom
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
A Positive Behavior Support System (PBSS) is a school-wide approach to help establish the social culture and behavioral supports that are needed for all of the children in a school to ensure the achievement of both social and academic success. Because school principals play a pivotal role in the success of the school community it is, without a doubt, important that the principal play an important role in developing and implementing a PBSS in their school.
Enable people to adopt and maintain meaningful culture practices and avoid practices that may put self and others at risk
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic