On Friday, October 24, I observed a Building-based Problem-Solving Team meeting at Syracuse Elementary School. The purpose of the meeting was to discuss a student that a teacher had referred. The team was there to hear the teacher’s concerns and to try to develop some interventions that would help the teacher to better meet the academic and behavioral needs of the student within the classroom setting. Furthermore, the meeting began with an introduction from one of the educators, stating an overview of the meeting process. The first point of discussion included assessing teacher concerns and having her provide in more detail what those concerns include. The second point of discussion included selecting the teacher’s target concern(s) and having …show more content…
The indicators for intervention observed by the educator include the following: the student has difficulty staying on task and keeping focus. When the student is not on task, which occurs frequently, she becomes disruptive and begins making noises. The disruptive behavior continues with the student getting out of her seat, walking around the classroom, and bothering other students. The concerns regarding the student’s academic performance include the student’s struggle and weakness in Reading. She is currently in the teacher’s lowest group of …show more content…
During Math, when the class uses manipulatives and there is not a lot of reading required, the student is able to remain focus. In addition, during the content area time and in small groups she is able to stay on task. The team also addressed the student’s strengths and positive qualities, to help them in establishing the intervention plans. The main qualities that stood out to her teacher include being helpful and responsible. An example of those qualities include the student getting the teacher’s mail. When the student is on task, she is nice and very likable. Also in the meeting, another educator shared with the team members the data and quick assessment information that she had collected on the student. The teacher observed the student during reading time and her observations were consistent with the student’s teacher. The teacher explained that the student was not very attentive she was out of her seat within ten minutes of her independent work. She was disruptive to other students, by either talking or bumping into them as she was walking by. The observer found that the student was on task for only 60% of the time compared to another student in the class who was on task for 95% of the time. Most of the other students remained on task and behaved approoralty during the class period, except for the specific student. For the pasts weeks, the
The child is self-centered, thinks only about themselves and others feelings are no relevant. I saw this when she became upset and when the teacher attempted to explain the expectations she did not care about having the rest of the group and their feelings. The teacher explained how her behavior can affect the class because the teacher had to stop working with her small group to address her and she continued to cry and refuse to participate in that group before the teacher switched her. When at home she looked at the microwave and new that it was not only to warm things she also uses it to tell the time. A child at this stage is experience a multitude of changes cognitively and think this important not only as a teacher to understand, but as a parent to understand as
On one visit throughout my community and common environment I was able to observe three separate groups. Within this paper I will describe each group individually provide detailed information regarding body language of the group individually.
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Workplace meetings have become as common an occurrence in daily business activity as punching in on a time clock. "Done right, meetings are one of the most powerful communication tools." (Thibodeau, 2005, para. 1). As beneficial as productive meetings can be to business organizations, ineffective meetings can have an equally detrimental effect. Regardless of how boring or pointless they may seem, not even modern technology is a substitute for personal interfacing. Maxwell (2004) states the importance of in-person communication:
Team communication is vital in many aspects of our professions. It is human nature to coexist with others in various roles: be it in the military, emergency medicine, football, or even school. The American Heritage Dictionary (n.d.) defines communication as the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior.
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).
Faithmarie is currently a fifth grade student participating with disabled and non-disabled students in an inclusion setting. She works well with others and will follow directions the first time they are given. However, Faithmarie is talkative at times and easily distracted by others who are off task. According to the i-ready Diagnostic test, Faithmarie scored 422 which places her at Level 2. She scored 437 (Level 3) in numbers and operations, 404 (Level 1) in Algebra and Algebraic Thinking, 409 (Level 1) in Measurement and Data and 438 (Level 3) Geometry. She is able to add three-digit numbers with regrouping, know multiplication facts through 9 times 9 and identify fractions as a part of a whole using pictures and denominators. As a result
I have noticed that after observing a student over three hours that their behaviors are based on their situation. They a quiet and content during first hour but as soon as it is second hour, they are disruptive and angry. During third hour, once again, they are quiet and content. The only noticed change is that during second hour there is an aid in the room for another student. The aid also comments on the student’s behaviors, immediately upon entering the room.
– Does the student have a learning disability? – Has the student been diagnosed with ADD/ADHD? – Has the student been identified as highly
The first step for teachers in providing quality education is to be inclusive of all students and to offer Preventive Intervention where needed. Early identification and intervention of learning difficulties is most effective (NSW Public Schools, 2011; Rose, 2009). This requires the teacher to be alert and knowledgeable regarding student needs and potential problems and/or disabilities (Marsh, 2008). Preventive Intervention strategies are more likely to be utilised by experienced teachers as their prior experiences may help them to foresee potential problem areas or recognise indicators from students that they have previously seen. The concept behind Preventive Intervention is to reduce or limit new/minor problems that can m...
Many children have inappropriate behaviors; some of these behaviors cannot be controlled while others have not learned positive ways to express their needs. Behavioral challenges, like educational challenges are to be addressed within the three tier structure. Before a student is referred for special education, teachers must indicate the interventions that have been implemented and document that these interventions were not successful. When a student is exhibiting challenging behavior, a behavioral assessment can be beneficial in developing a behavioral intervention plan that can reduce problematic behavior, while including positive behavior supports.
There were several factors that contributed to the poor attendance of the kick-off team meeting. Jeff had the opportunity to communicate the purpose of the Quality Improvement (QI) goal’s and mission of the team in his e-vite which would have allowed the team to begin thinking of ways they could contribute to the meeting. Jeff’s meeting invite lacked any information regarding what the meeting was about thus it did not incite any interest in the recipients. Another important factor Jeff should have considered was the selection of individuals he chose to recruit to his team. The success of a team is dependent on a variety of talents or attributes that form the team association (Rubino, Esparza, & Chassiakos, 2014).
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
Students start to miss out on valuable time content because of behaviors of their peers. The classroom teacher noted that sometimes ignoring distracting behavior can be beneficial; the student will eventually stop after not receiving attention. In cases where the student’s behavior becomes disruptive to the rest of the group, I want to be able to find a way to get the student on task and complete some of their work. Eventually, I was able to get this specific student to participate a little more and stay in their