1. IC Problem-solving stage:
In this problem-solving model, I am currently engaged in the problem identification process with Mrs. V and Mrs. C. In problem identification, Mrs. V voiced some concerns that she is having with her student Bingo in her classroom. Mrs. V expressed that Bingo has been verbally abusive and threatening towards other students. Students have approached her after recess complaining that Bingo called them inappropriate names. She also expressed how Bingo does not understand the concept of personal space. He would do obnoxious things to other students such as wiping his dirty hands on another student along with other inappropriate behaviors. Other students are afraid of Bingo, and avoid contact with him. We discussed
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I paraphrased at the very end of our conversation, and there was a lot of information the teachers shared. I should have broken down the paraphrasing to make sure everything is accurate. Also, in my last interview, I used words such as “so” and “um”. I have noticed myself doing it again during the interview, even though I was trying to avoid using those words. During the session, the use of language that was used to speak to the teachers showed a success. I was very proactive in asking questions and clarifying answers to make sure I receive accurate and relevant information. I also focused on perception checking, which is an important step in problem identification and it helps build rapport with the teachers. I have noticed that Mrs. V felt more comfortable with me because I didn’t judge her about her decision to keep the student in the back and avoiding contact with him. Although, I did not typically agree with her method, I tried to be understanding. She has a lot of students and it becomes very stressful when one student exhibits such disturbing behaviors in class. Perception check shows that you are concerned about the person, and consider their thoughts and/or …show more content…
In this step the consultant and consultee will have a baseline to see how Bingo is performing, and where he should be compared to his peers. Our goal is to collect data on Bingo throughout the day for two weeks. Once we have enough data collected to create a baseline, we can discuss different possible interventions that may work for Bingo. We can begin brainstorming different strategies that would be beneficial for Bingo. In order to complete this, the teacher’s knowledge of Bingo’s strengths and weaknesses are very important. We will discuss our goals, come up with a plan and make sure we agree on the most effective process.
I have discussed with my supervisor about doing the problem identification with both teachers. She insisted that it is a good idea, because I can obtain different information from both teachers. Although the other teacher is not expressing the same concerns, there may be antecedents that we are not aware of at the moment. Therefore, the more data we have, the better it is for our case. Further, I will complete observations on Bingo during structured and unstructured environments to gather more data on his behavior. The next time I meet with the teacher, I will provide them with data collection
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
In my interview Shayna Bennett, I asked her questions that were pertinent to the issue at hand. All of my questions were directed towards how she and her faculty handled this situation as well as the different methods that were used to pinpoint the issue. The reason I chose to do an interview is because I wanted to get a first-hand experience as to how one should handle children with behavioral issues because of a domestic abuse problem. The answers that were given seemed pretty
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
This week, I followed up with the girls who went to the activity the District offered last Friday. We talked about their goals and the things they are doing in order to meet them. I emailed the lady who did the speech and we are trying to set up a second meeting, so the girls can talk to her again. This week, I had to deal with a lot of drama with another group of girls. I believe since it is April and the school year is almost over, they are under a lot of stress and that is the reason they keep getting in trouble. Last week, the student got their grades report, so I went over their grade and we worked on the grades they need to improve. I like the fact that the students are not looking for me just because their emotional problems, but also
She felt that I maintained eye contact and reiterated her responses in a way to made her feel heard. The open-ended questions that I had integrated into the interview allowed her to realize the inconsistencies between her current behavior and her future goals. I big point from her was that I allowed her to do majority of the talking which she believed put her in control and that I wasn’t forcing her into a particular direction of change. She could tell that I wasn’t completely confident in the way that I asked my questions, using a lot of “um’s” and “so’s “. We also discussed how she felt about the amount of pauses I took in order to respond and how this made for a awkward silence, taking away the comfort of the setting. It was also brought up that I could have used more empathy when responding to her as it would of let her knew that I am taking into account the difficulty of the change for
For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.
14. Using Glasser’s Problem Solving Steps to manage behavioral issues: Glasser’s model for effective problem solving is extremely useful in school. For one, the problem solving that is used can be accomplished in a short period of time so that I will not be wasting other students’ valuable learning time. Second, it is easy to learn because the process involves only seven short steps. Third, the student is involved in the problem-solving process, which allows the student to be in charge of what they have done wrong and then learning to resolve the issue. Lastly, data can be collected with using Glasser’s model that allows both th...
I was able to talk to my client without being visibly nervous. I am proud to say I handled my client’s problems as they came up without fear that I may say the wrong thing. In the first video, I found myself repeating things, for what reason I do not know. I can say my nonverbal skills need improving. One specific aspect of the interview was my hand gestures and motions. I really got involved with my client’s problems, and the way I tried to help her understand what I was saying and to get an understanding what she was saying, so I used my hands. I tried to keep by body in a position that would let the client know that I was using attentive listening skills. I cared about why she came to the facility for help. Each session, I adjusted my seat to make eye contact so my client could like she could trust me with her information and that I cared enough to listen to her
Before conducting a formal functional assessment of a child you should first make an informal observation. An informal observation will help you determine exactly how frequently a challenging behavior takes place—how many times a day, how many times a week—and whether it appears at specific times (Kaiser & Raminsky, 2012). A teacher would record their observations on a chart with the days of the week and the specific times, and how long, the behaviors occur. If a teacher observes that a behavior is truly challenging the next step one must FUNCTIONAL BEHAVIOR ASSESMENT 3 take is a functional assessment of the child, which will be the basis of a positive behavior support plan. In order to make a functional assessment and positive behavior support to work everyone who has contact and time with a child plays a part.
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).
Carol Ann Tomlinson once said, “we don’t get to decide if we have challenging students in our classes, but we can certainly decide how we respond to them.” As a future educator I find this quote to be very relatable and powerful. I know, that I will have challenging students in my classroom and how I manage them and address their behaviors has a huge impact on their development and their attitude toward school. I want students to feel safe at school and come wanting to learn and be apart of my classroom. When a student misbehaves I want to be the teacher that students can count on to provide the support they need to change their inappropriate behavior to a positive appropriate behavior by performing a functional behavior assessment and a behavior
The teacher I choose to interview was Michelle Niinisto. Mrs. Niinisto has been teaching for 14 years. This is her first year teaching general education. She is currently an 8th grade language arts and social studies teacher at Hyre Community Learning Center. Before this year she taught special education, with a focus on deaf and hard of hearing. She spent about 4 years teaching second and third grade deaf special education. She had explained to me since the questions I was going to ask her were mostly about phonics, that she would have to go back to her elementary teacher days. She explained to me that really once they get past 3rd grade, general education teachers don’t tend to focus on phonic. She said they did a little bit of phonics in
This paper explores the use of problem-based learning (PBL) in the classroom. Problem-based learning is a teaching method that has been used successfully for over 50 years and continues to evolve and expand into multiple subjects and grade levels. PBL is a student-centered instructional approach that allows students to learn content while developing critical thinking and collaboration skills in order to solve a problem. The characteristics of PBL will be outlined along with the benefits to using PBL compared to lecture-based learning (LBL). Some challenges are mentioned as well that should be considered before beginning the use of PBL in a classroom setting.
I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.
This experience was only thirty hours, so my experience in the classroom is limited and teaching is a career that need hands on experience. Each time I teach I need to observe and analyze my teaching because it will allow me to make adjustment to become a better teacher. While teaching I would state the students name to get them to focus on the instruction. Instead of calling out students out I will attempt to use positive comments like “I like the way this girl is raising her hand.” These types of comments allow the students to be encouraged in a positive light, positivity is something that benefits the classroom and the students. While teaching one of the students came in and needed to find a seat, and as the teacher I stopped the lesson to try and find him a seat. This type of situation will come up and I will need to be prepared for it. After analyzing the video I thought I went about the situation right, but I could have gotten up and helped more. Appropriate language is something that I needed to use. There will be moments in the classroom where the teacher is not prepared for what the students say. Before teaching this lesson, I prepared for every little thing that I could think of. The students surprised me and a couple of their comments and questions I was not prepared for. One of the students noticed a clam shell on the book page, which is beneficial to all of the students learning. Students learn through a variety of ways and as an individual I know talking and communicating is a way of learning. Discussion can be beneficial and as a teacher we need create positive discussion that students feel safe to talk in. Blurting out was another issue I dealt with during my lesson and while teaching I kept saying I am only going to call on students who are quietly raising their