Reflective Reflection In The Classroom

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As a teacher, I am always seeking to improve my place within the big picture of my student’s academic, social and emotional aspects in their lives as well as try to meet the expectations and district requirements of my profession. Prior to this class, most of my efforts were on an individual level to find new classroom management strategies and tools in which I can provide students within my classroom and improve upon those that work.
Ideally, I understood the importance of communication and the whole-school approach to student discipline, I initially could not identify the foundations that a Positive Behavior Support System (PBSS) would need to be successful. This class as made me more aware of the elements needed for interconnected school systems to implement PBSS. I am able to reflect on my personal experience with my schools’ approach to a program that was initially intended to be a PBSS. I can identify some of the elements that are utilized that are important such as the positive relationship, as well as identify areas that need to be part of the PBSS such as staff buy in, data driven accountability measures, and understanding of
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This is needed to effectively identify and utilize social skills training. (Sailor, Stowe, Turnbill, & Kleinhammer-Tramill, 2007). For example, Love and Logic provides staff enforceable statements and one-liners that help prevent and de-escalate many problematic behaviors, however, very little training efforts are made to know how to use a functional behavior assessment to determine why the behavior is occurring (Sailor et al., 2007). Without understanding the student or situational circumstances, building the strong bond that motivates and prepares the students to make positive choices unique to the individual is

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