April 24th-BIP Powerpoint

Case Study

Here’s my powerpoint!  Let me know if you have any questions about it!!


April 11th-BIP Update

Right now I’m working on collecting information, data, and examples for my BIP.  While I full-time taught for 9 weeks, I didn’t implement the BIP until around week 4.  So, I only have 5 or 6 weeks where I used the BIP.  I do think it was quite successful, especially for one student in particular (I used it for 4 students…3 by the end).  The area where I am lacking is the notes.  I took notes whenever I could, but it was never easy while I was teaching.  I think I am going to write down some of the content of my conversations with the student as well since that also gives a lot of insight into who he is and why the BIP worked for him.  Hopefully between the conversation notes and the few notes I took while I was teaching I will have enough! 

I think I’m pretty clear as to what the Philosophy of Classroom Management should include, but does anyone know what the Classroom Community section is supposed to include? I’m sure the directions are somewhere..I just can’t find them!  Thanks!

April 4-Article Reflection

This week I chose to read the article, “Collaborative Preteaching of Students at Risk for Academic Failure”.  I wanted to read this article simply because ‘academic failure’ is not something we talked about much this fall.  I feel like we discussed students with disabilities and ELL students in depth, but not students who just simply are not doing well academically and need help.  This article gave some really great ideas for how to help these students.

The article focused on preteaching, which is teaching some of the material from a unit before a unit is started.  The authors suggest teaching key vocabulary and key concepts to students who struggle a week or so before the material is discussed in class.  That way, they are preexposed to it.  The authors are specifically targeting students with learning disabilities, however I can see this being very helpful for students who simply struggle academically, without any diagnosed disability.  The article suggests a method in which the students who really need the extra teaching are sent out of the classroom to work with a specialist on the preteaching.  However, I think that a teacher could easily spend 15 minutes in class doing the preteaching.  Either the teacher could pull students in small groups during Independent Reading time, or she could do the preteaching to the whole class.  I think that every student could benefit from it.  The article also suggests having an image to accompany each key word and concept.  Perhaps a teacher could keep a ‘key ideas’ area on the board where she displays the images/words after they have been discussed and keeps them up throughout the unit.  I wish I had thought of this a month ago when I was teaching rocks and minerals…I have no doubt it would have helped all of my students remember and better understand the key ideas.  I will definitely try it in my class next year!

March 21st-BIP thus far…

So far, I have implemented two behavior systems in my classroom.  One for the whole class, and another for 4 boys.  The whole class behavior system is a positive behavior system in which the class has the ability to earn a paper clip for each subject throughout the day.  If they earn the clip, they attach it to another clip that hangs on the front board.  The first paper clip is attached to the top of the whiteboard.  When the paper clip chain reaches the whiteboard tray, the class receives a reward (extra recess, popsicle party, etc) that they decided on.  It is working very well in the class and has helped the students learn to work together to achieve a goal.  The other behavior system for the 4 boys is an individual system in which each boy has a goal for the week.  They earn points for positive behavior to reach their goal each week.  This is also going very well, especially in the last two weeks.  I am using the individual behavior system for my BIP.  The implementation of the BIP is going wel…it is the note-taking that I’m struggling with.  I have tried to hold a clipboard with me so that I can take notes during class, but even that takes too much time away from my students.  I end up trying to jot things down during lunch, but I often forget specifics at that point.  I am monitoring the implementation of the BIP, and making adjustments to it as I see necessary.  In that respect, the project is going well.  I just need to find an efficient, less time-consuming way of gathering notes and observations.  Any suggestions?

March 7th-Specific Behavior Challenges

I chose to read the first two sections of the article on disruptive and noncompliant behavior.  I have a handful of students in my class that fall into these categories.  While nearly all of my students fall into the ‘disruptive behavior’ category at times, there are several students who nearly always display disruptive behavior.  They climb under their desks, call-out in class, do and say things to get laughs, hum and make noises, play constantly with anything they can find in their desks, and get out their seat to ‘get water’ every chance they get.  Unfortunately my CT did very little to address the issue.  She would just constantly tell them to ‘stop’ and give them silent lunch.  This wasn’t improving the behavior.  I decided to implement a system where the students receive a point for positive behavior.  Based on the total number of points they receive each week, they get a reward that they choose.  They set their point goal at the beginning of the week and work toward it throughout the week.  This system has been working well for 3 of the 4 students using it.  However, there is still one student who is very defiant and noncompliant.  He smiles and laughs when he gets in trouble, out-right refuses to do things when asked, and shows little concern when he is punished.  On Friday, I decided to have him write a letter to his mom and then call her and read it to her over the phone.  I also spoke with her on the phone.  This was the first time I saw him react to his punishment.  He was upset that he had to tell his mom all of the things he had done.  I talked with him for a long time and we decided on a slightly different behavior system to begin tomorrow. We’ll see if it makes a difference.  For the first time, he seemed sincere when he told me that he wanted to improve his behavior.  I hope that is the case!

February 21st-BIP thus far…

This past Monday I took over the classroom full-time.  It’s been a crazy week, but a good one.  Throughout the day I find myself always busy with something, never even having time to sit down.  Because I was so busy last week, I didn’t eat lunch once.   I was always calling parents, working one-on-one with kids, etc.  That being said, my behavior plan was not at the forefront of my mind.  I chose  my student and did my best to observe him, but I have no idea when I will have time to actually take notes on him.  The few times I did notice something, I went to write them down but was sidetracked with student questions and never made it to my desk to write down the note.  I am really struggling with when I am going to have the time to take notes.  I have actually already implemented a behavior system with this child, with four students actually.  I started them on a point system, where each week they have a goal number of ‘points’.  If they reach the goal, they receive a reward of some-sort (5 min computer time, eat lunch with me, etc).   The goal is always something that they choose.  It seems to be working.  However, this system is not one of the options mentioned in the book for the BIP, so I will have to implement another one for my case study, based on the notes I will take…assuming I find the time to do so!  Is anyone else struggling with finding the time to take observation notes?  It’s just so hard to focus on one student when you have to teach 24 students and need to focus on all 24 equally.  Especially when four of those 24 are already on individualized behavior systems!

February 7th-Chapter 7 of Salend

I enjoyed this week’s reading because it gave several really great examples of positive behavior systems and how to implement them in the classroom.  I unfortunately am not seeing an effective system used in my classroom so enjoyed reading about these in the chapter.  The first system that I really like is the self-recording/self-evaluation system.  In this system, students have to monitor their own behavior based on conditions decided upon between the student and the teacher.  There is a student in my classroom this year that I think would really benefit from this system.  He knows when he is off task and acknowledges it when asked.  However, it doesn’t ‘click’ with him that he needs to focus until the teacher points it out to him.  I think it would be good for him to record these instances and eventually get to the point where he can monitor his own classroom behavior. 

I also liked the Good Behavior Game.  In this game, the students are put in groups (I think this would work well if they are sitting in their groups).  The groups receive points on the board for each misbehavior and receive reinforcement based on the number of points received.  If I were to implement this in my classroom I think I would alter it just a bit.  Instead of students receiving points for misbehaviors, I would award them points for their good behavior.  At the end of the week, students who reached a certain number of points would receive some sort of reward.  Once the class reached a certain number of points the class would get a party of some sort.  This way the system would focus on the positive behavior instead of negative behavior.

I have seen tokens used in several classrooms and have always really liked the concept.  Most recently I was subbing in a 3rd grade classroom.  They follow a token system, but instead of calling them tokens they call them ‘warm and fuzzies’.  Whenever the class receives a compliment from another teacher (in the hall or in specials), or if a student does something that warrants a reward, they put a colored pom-pom (a ‘warm and fuzzy’) in a glass vase.  When the vase is filled, the class gets a surprise from the teacher (generally a popsicle party, movie party, etc).  This is very similar to the token system described in the book.

I really enjoy hearing about classroom behavior systems because it is something that I worry about for next year in my own classroom.  I don’t want to implement a system that confuses the students, singles them out, or focuses on negative behavior.  I want to be sure that I focus on positive behaviors and whole class rewards.  Hopefully I will find one that works!