Update on Project So Far April 12, 2010
I am writing this blog at a very bad time because my case study had a hard day today. Overall I would say that the plan put in place for him occasionally works. Whereas before we had no good days at all, now we are having about half good and half bad. I easily get frustrated that he is not showing more progress but I have to remember that any growth is a step in the right direction.
My goal now is to try to come up with ways to make the better days more consistent. I not only want him to use the strategies at school, but I would also like if they would carry over to home. His mom tells me that things are not getting better at home. He somehow forgets all of the anger management things we do at school when he goes home. Any suggestions out there?
I decided to read this article for a particular reason. There is a child in my classroom that I decided to begin trying to ignore his bad behavior and only focus on the good. Well, I started to try to do this and I am having a hard time trying it. So, I decided it might be helpful for me to read this article to figure out exactly how to do this. A lot was covered in the article, and I ended up focusing on more than what I had originally planned. Instead of looking more at praising and ignoring behaviors, I focused more on setting appropriate rules and routines. My supervisor has drilled three little words into my head throughout my time with her. Those three words are rules, routines, and procedures. I always knew that what she said was important, but it was nice to read about the research that really shows how important those three things are to a classroom. Having rules, routines, and procedures in place at the very beginning of the year sets the standard for the children. Not only do these things need to be in place, but they should be consistent and enforced. This unfortunately was where I ran into some issues. I believe since I have never been fully certain of exactly what my teacher wants for our classroom, I have never been comfortable with our rules, routines, or procedures. I am very inconsistent and my students sometimes take advantage of that. I know for sure though that next year, I will have all of my rules, routines, and procedures in place at the beginning of the year.
Update on Case Study!!! March 28, 2010
I have come against what I feel are like brick walls with my case study. I don’t think I have shared with you yet about my case study, so before I go further I need to do that. My case study is an excellent student, especially in math. He really wants to do nothing but please his teachers. His issue is that he is very, very annoyed by little things in the classroom. His classmates cause great distress for him. “So and so is coughing too much and is making me mad!” “They just bumped my desk!” “I think they are making a face at me!” These are just some of the comments I hear from my case study during the day. The problem is that he feels the need to come tell me these things that worry him in the middle of a lesson. If I cannot come to him immediately to listen to him and try to help him, he gets extremely angry. I mean cussing, hitting, and he can’t breath angry.
With all of that said, I decided that what my case study and I need to work on his self-coping skills and his immediate need to talk to me about things. What we put in place is a ticket system. I have given my case study a list of things to do to try to help himself calm down before he comes to talk to me. He gets 3 tickets to tell me something that is bothering him throughout the day. His goal is to only use the 3 tickets and not have to ask for more. The hope is that he will be able to decide on his own what is important enough to tell me and what he can handle on his own with self-coping strategies.
It took a while for my case study to get use to it and he didn’t like me for a while, but eventually we began to see progress. I would say things were better for about 2 weeks. Unfortunately, my student is becoming frustrated with this system so I beginning to see regression. I am now in the process of trying to think of something new to implement, so if you have any suggestions please let me know! Thanks!
Specific Challenging Behaviors Article – Post 3/7 March 16, 2010
Hello again!! Sorry, I am not keeping this post up to date. I am forgetting about it more often now that we are full-time teaching. But, anyways the article about the challenging behaviors was long but very informative. I was skimming through the first time looking at headings and such, and every behavior I saw I thought “oh, yes that’s definitely so-and-so in my class.” I felt like it was important for me to read what it said about each specific behavior. Even if I did not have a child in my classroom right now that is exhibiting that behavior, I thought I would eventually come across it and would need to know how to handle it.
I did end up focusing in on two of the behaviors though, and they were noncompliance and aggressive behavior. When I was picking a child to use in my case study, I had it narrowed down between two. One has trouble complying with what we ask him to do, and the other shows major aggression to us as teachers and the other students. He more so shows aggression towards himself. I ended up choosing the child with aggression issues, but I still wanted to find a way to help the other child.
As I read about the noncompliance behavior, I determined that this child in my class is definitely passive in his noncompliance. He never says anything to us, like he won’t do as we say, but he will just continue to do what we asked him not to do or he won’t do what we ask him to do. To me, this is one of the most frustrating things to deal with as a teacher. It is a major respect issue for me, and I find myself getting very frustrated with this child. My goal is to try some of these interventions, see if it helps, and to not get so worked up over this behavior!!
Project Thus Far…. February 18, 2010
Well if I am going to be perfectly honest, my project is starting slowly but surely. My teacher and I are still trying to determine which student I am going to collect data for and work with. There is one child in particular that I would really like to work with but he is already receiving services for behavior. The other child I am thinking about working with may be a better choice just because he is not receiving any behavior support yet. He may benefit from some sort of structure in place.
Despite the fact that I haven’t fully decided on a child, I am collecting data. Mostly, I am just taking and recording anecdotal notes on both students. Since I am not full time teaching yet, I have more time to write full notes on the behavior I see. I feel like more descriptive notes in the beginning of data collection will be good for me to have later. I do not know for sure what type of behavior plan I will start, but I am in the process of tossing out ideas with my teacher.
My goal is to have only one student to focus on by Monday. I am also trying to talk more with these two particular students so that I am building a deeper relationships with them. Hopefully this will help me!!!
Salend: Chapter 7 February 10, 2010
In the very beginning of this reading, there was a story about the child named Matthew. After reading this I section, I thought about all the children in my classroom. It made me start wondering. Why do they do the things they do? Are there things that cause them to do stuff? What can I do to prevent them from happening? During the part about Matthew, I kept thinking ‘well why is he getting up?’ Sometimes we just assume they are misbehaving for no reason, but as teachers we have to really analyze what is going on in the classroom environment and see if it has anything to do with the way a child is acting.
Another section I liked was the data collection section. When I looked at all of the strategy models, I was thinking that they are not practical for teachers. As I read further I found where they gave more convenient ways to keep records. My favorite strategy was moving a paper clip from one pocket to another every time the child does the specific action. This seemed to be easier for a teacher to do during the course of the day instead of carrying a chart around all day.
One of the other very important parts of this reading for me was the section talking about relationship-building strategies. We all know that when a teacher takes the time and effort to get to know their students as human beings and not just students that there are no limits for what the children can do. Sometimes a good relationship between the child and the teacher is all that it takes to help the child succeed in the classroom. Right now I am working on building this type of relationship with my case study. I am hoping that the more I know about this child, the more I will be able to know how to help him feel comfortable and achieve success in the class.