Case Study: Responding to Challenging Behavior (PowerPoint)

Education 517 Case Study

What I Would Do…

I have not done the best job of keeping up with this blog throughout the past semester.  I have let many personal issues and work that I felt took precedence over this blog come first.  I know that no amount of excuses could make up for the fact that I have not fulfilled my obligation to this course in which I am enrolled.  My classmates’ dependency on me to fulfill my obligation makes the situation worse and for that I apologize.  I have honestly had a lot of personal issues surface this semester.  I certainly regret that I did not communicate my frustrations and concerns this semester.  I let things get to me, and, in turn, my work suffered.  I have been overwhelmed with the shear responsibility of family and educational obligations.  I have certainly learned that I need to get better at prioritizing and taking seriously more things that matter.

The purpose of this post is to describe what I would do if I had students in my class who were not completing assignments.  This situation is actually a recurring on in my placement with one of my students.  She lost her mother at the end of last summer, and her motivation to complete assignments is lacking.  One of the things I have attempted to do is to create a good rapport with her by taking the time to learn more of her interests tailor to them.  For example, I know that she enjoys math and she enjoys participating during class discussion.  I make it a point to give her a chance to share her math knowledge by calling on her when I know she may have the answer to a problem. The relationship is key when it comes to understanding student motivation, or lack thereof.

With the case of reluctant students who defy any teacher attempts to complete assignments the first resource I would seek would be that of other teachers who have had the student before, if possible.  Collaboration can be crucial when deciding strategies and the next steps for dealing with student behaviors.  Seeking the help of other teachers and learning their strategies could really help build of repertoire of effective strategies for reaching a plethora of students.

Setting clear expectations is a key component in ensuring that students complete assignments.  In my case with the blog, I cannot say that the expectations weren’t clear, my motivation just wasn’t there.  With students that are neglecting to complete assignments I can see how the implementation of student-set goals could be useful.  This would give students an opportunity to take accountability for their own learning.  Creating a behavior plan that sets up some type of reward system could also be effective.  With intrinsic motivation being the total goal, implementing strategies such as those used with Positive Behavior Supports could make the difference in helping to motivate students.  Also, the acknowledgement of student achievement could also help them take the time to hone in on their own abilities.

Creating well-planned and engaging lessons will hopefully help give students the motivation to complete assignments, but, if reluctance still lingers, having a heart-to heart, allowing students to pursue interests in school work, eliciting the collaboration of faculty/staff/administration and parents, and setting clear and consistent expectations will hopefully give students the push they need to attempt to complete assignments.  Explaining to students the importance of their learning and practicing the material will also help them to make real-life connections with the curriculum and the assignments that accompany it.  Students should understand that punishment (that fits the crime) will be implemented appropriately if necessary.  Setting clear boundaries and expectations is one way to ensure that students are reaching their full potential and completing assigned tasks.

Case Study Update

Completing this case study project has certainly made me more aware of the individual needs of the student I chose.  I have taken so much time analyzing and evaluating his behavior that I feel I can almost sense when undesirable behavioral sitautions may present themselves.  While I have devoted the study to one particular student, I have realized just how attentive I have become in observing all student behaviors.  I have had to learn to balance dividing my attention 22 ways in the class, and it is amazing how teachers are able to complete this task.

Creating the interventions for deterring undesirable behaviors has been rather easy.  With the Positive Behavior Support system of rewarding positive behavior to negate the negative,  I have been able to utilize small interventions.  Having my student set his own behavior goals and devise his own plan for managing his behavior has certainly been great for holding him to the accountability standard.  He truly understands the ramifications of his actions, and he knows the expected consequences if he  strays from his goals.

Devising the other componenets of the case study have been rather helpful in allowing me to better articulate my behavioral philosophy.  It is easy to state strategies that one would use when dealing with challenging behavior, but it is another thing to have an all-encompassing statement that can be applied to any behavior on the spectrum.  Realizing that the classroom community is an essential component of deterring undesirable behaviors is a extremely important.  Being a teacher in a classroom where every student can recite the behavioral expectations as if they had been chiseled into their brains (well, they probably have been) is a good feeling.  When other students in the class feel comfortable enough to correct their classmates’ behaviors in a respectful manner speaks volumes to the effort that has been taken to ensure all students are given the opportunity to learn peacefully.

This study has been beneficial in that it has given me the opportunity to be cognizant of my observation of my students.  Because reflection is one of the keys to effective teaching, this study has been great with helping me to “think about my thinking while I’m thinking” to come up with more strategies for teaching my students.

Positive Behavior Support (Lock 2007) April Post

This article certainly intrigued me because my placement utilizes the Positive Behavior Support (PBS) model which emphasizes students’ positives behaviors in hopes to deter unfavorable ones.  The article states that “PBS involves the assessment and reengineering of environments so people with problem behaviors experience a reduction of problem behaviors and increase social, personal, and professional quality in their lives”.  That statement is a fantastic summation of the importance of considering the utilization of the PBS model.  Focusing on the prevention of challenging behaviors could make a world of difference when creating inclusive classroom environments.

The span of usage for PBS models is one of the things that I think make it so useful in most cases.  The fact that it can be individualized or applied to an entire school system speaks volumes to the impact that its components can have on behavior management.  Being proactive in preventing challenging behaviors is a way to intervene before behaviors are seemingly out of control.  The article emphasizes the importance of collaboration to develop effective strategies for reaching students.

Creating a comfortable environment in which students are encouraged to be active, participatory learners helps facilitate personal responsibility and gives students an opportunity to take their learning seriously.  PBS, as utilized inmy placement has been a great implementation.  Students seem to respond favorably to the system and they understand that the expectations and the rewards are clearly outlined and consistent.  I have seen little flaw with the system (I’m still giving it time, though).  I can certainly see myself implementing many of the PBS strategies into my classroom as they seem to just be overall great teaching strategies.

Another Reflection on Case Study This Far

A little of the frustration I have had with this assignment at the beginning has subsided.  While my classroom lack significant behavioral issues, there are still behaviors in my class that warrant addressing.  The type of disruptive behavior most frequently exhibited in my placement is when my case study student talks out of turn (during transitions, during instruction).  While the class would still be considered one with little behavioral issues, constantly addressing particular classroom interruptions are the things that can take away valuable instructional time.

The student I chose for the study isn’t necessarily a difficult student, but he could use a little more help trying to meet our classroom expectations.  Stew Dent (pseudonym) can oftentimes be easily off task, especially when he thinks no adult is watching him.  I have noticed that during transitions and independent reading time (times when students are almost forced to remain silent) he is the most disruptive.  Making small changes such as allowing him to change his seating position or allowing him to move across the room to a more individualized setting oftentimes offsets these behaviors.  In line, I make sure to state the expectations and students are responsible for separating themselves from situations in which they will be distractions to others.

Giving students the ability to maintain some type of accountability for their actions is the key to ensuring that the expectations of the classroom are met.

Completing this project has really forced me to outline my philosophy of classroom management, and I’ve become more articulate expressing my views on the topic.  There are so many components that go into creating an environment that exhibits desirable behavior, and this study has made me more attentive and responsive to my students’ behaviors and needs.

Response to Specific Behavior Challenges article (March reading)

I love the idea that the text mentions ways that students can manage their own behaviors using specific interventions.  It is so important that students take accountability for their learning outcomes.  Teaching students self-discipline is one of the greatest gifts we can bestow upon them.  It was also great that the text mentioned the gamut of possibilities for a combination of behavioral challenges.  Too often, teachers are faced with a combination of behavioral issues with which we are unequipped to deal.  Luckily, I have not had this experience in my student teaching, but, I can say that I have seen students within the school that appear to exhibit a variety of challenging behaviors, and we, as educators, are responsible for evaluating and find the interrelatedness of these behaviors.  Equipping teachers with the strategies for responding to, or even preventing these behaviors could make all the difference.

Being descriptive of instances when the student exhibits undesirable, challenging behavior is also key in responding effectively.  Having the ability to describe the characteristics of the student’s behavior without an umbrella label if far more useful than stating that the student is “bad” or “always off task”.  Observing certain situations and instances when the student is more likely to be off task is far more beneficial in helping curb the behavior and implement interventions at appropriate times.

Setting clear expectations and being consistent with them has negated what I feel could have been significant behavioral challenges in my placement.  From the first day of school students have been constantly made aware of the expectations and rules for being a member of our school community.  Reinforcing positive behavior goes a long way when it comes to changing challenging behaviors.  As stated before, I have not had much of an encounter with significant behavioral issues, but, I believe that when students can take accountability for their own learning, their behavior oftentimes follows.