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Case Study: Responding to Challenging Behavior PowerPoint Presentation. Kristin Hansen EDUC 517 001 April 25, 2010. Philosophy of Classroom Management. The Most Important Factors in Governing Student Behavior: provide a safe, comfortable classroom environment

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Presentation Transcript
slide1

Case Study: Responding to Challenging Behavior

PowerPoint Presentation

Kristin Hansen

EDUC 517 001

April 25, 2010

slide2

Philosophy of Classroom Management

  • The Most Important Factors in Governing Student Behavior:
  • provide a safe, comfortable classroom environment
  • maximize opportunities for student learning

Classroom Management in my Future Classroom:

  • The classroom will be stimulating and visually appeasing
  • All children will be treated equally
  • I will know children’s names and interests quickly
  • Rules and expectations will be clearly communicated
  • Daily routines will be implemented and posted
  • Students will be provided clear directions
  • There will always be a continuous flow of activities
slide3

Classroom Community

  • What is Classroom Community:
  • Encouragement of positive social skills and academic achievement
  • Where everyone feels accepted and where individuality is accepted
  • Learning experiences are relevant to student’s lives
  • Where students they feel comfortable taking risks as learners
  • Classroom Community in my Future Classroom:
  • Students are provided the opportunity to make choices
  • Students will be encouraged to be friends
  • Students are urged to become leaders
  • Students extend themselves outside of their comfort zones to help others reach their full potential
slide4

Profile of Student for BIP

Student Background:

  • Day Care Began At 4 Months
  • Two Years of Preschool
  • Kindergartner
  • Currently in First Grade (7 Years Old)
    • With the same class and teacher as in kindergarten
    • Mother works as a teacher’s assistant across the hall
slide5

Strengths:

  • Knows Lots about in Motorcycles, Dirt Bikes, and 4-Wheelers
  • Prefers to Learn about Animals
  • Strives to Attend NC State
  • Eager to Answer Questions
  • Loves to Come to the Board
  • Excited When Correctly Answers Questions
  • Student Thrives on Individual Attention
  • Student Enjoys Working with Classmates
    • Student Learns Best When Alone
  • Student Enjoys Playing Games in Class, Especially Math Games or Sparkle
  • Proven to have Great Spatial Intelligence (Picture Smarts)
  • Extremely Competitive
slide6

Data Collection

  • Tools to Collect Data:
  • Daily Anecdotal Notes
  • (The Day Was Broken Down into 10 Parts to Observe)
  • Conversations
  • (Three a Day)
  • My Findings:
  • Challenging Behavior to Target:
  • Using the Restroom
  • Walking in the Hallway
  • Movement Activities
  • Observations:
  • Understands Classroom Rules and Expectations
  • Able to State which Students are “Great Examples”
  • Extremely Motivated by Physical Prizes
  • Most Affected when Bribed with a Special Snack
  • Unable to Work towards a Goal for More than 2 Hours
  • Denies his Bad Behavior
slide7

Behavioral Intervention Plan

-Try One-

My Behavioral Intervention Plan:

Star Chart

How it was Implemented:

The Day Was Broken Into 10 Parts

If the Student is Able to Survive 1 Part -> He Receives a Star

Goal Set at Beginning of the Week

Goal Reached -> Mother Takes Him Out for Dinner, Movie or Ice Cream

Who is Responsible:

Student Asks Teacher or Assistant Teacher for Star

Teacher or Assistant Teacher Provide Clear if He Did Not Misbehave

Student Attaches a Star to the Chart

slide8

Behavioral Intervention Plan

-Try Two-

My Behavioral Intervention Plan:

Updated Star Chart

How it was Implemented:

Student and Teacher Select Part of Day and Goal for the Week

Able To Survive Part -> Star on Chart

Gains 3 of 5 Stars -> Prize Box

Who is Responsible:

Student Asks Teacher or Assistant Teacher for Star

Teacher or Assistant Teacher Provide Clear if He Did Not Misbehave

Student Attaches a Star to the Chart

slide9

Behavioral Intervention Plan

-Try One-

Monitor Student Progress:

After Each Part-> Positive Reinforcement (If Possible)

After Two “Failed” Parts -> Teacher Speaks with the Student

Anecdotal Notes Taken Throughout

Results of the Intervention:

Failed

Student Did Not Gain More than 4 Stars a Day

Over Three Weeks -> No Progress in Behavior

Where Would You Go From Here:

Created an Updated Star Chart

Student and Teacher Selected One Part to Work On For the Week

slide10

Behavioral Intervention Plan

-Try Two-

Monitor Student Progress:

Teacher/ Student Conversation At End of Each Day

Anecdotal Notes Taken Daily

Results of the Intervention:

Improvement

Student Gained Star When Reminded of Expectations Immediately Before the Activity

Student’s Work on Part Slipped in the Following Week

Where Would You Go From Here:

Edit the Star Chart

Previous Parts and New Skill on the Chart

slide11

Technology

Resources:

http://www.fvsd.ab.ca/stm/classroom_management_tips_and_be.htm http://www.resources4teachers.org/community.html

http://www2.scholastic.com/browse/article.jsp?id=3749832

http://www.interventioncentral.com

http://www.responsiveclassroom.com/newletter/index.html

http://developingminds.ning.com/

http://teachers.net/gazette/wong.html

slide12

Reflection

Learn From the Experience/

Experience Informs Your Future Practice as an Educator:

If It Does Not Seem Like the Work is Worth It, It Probably Is NOT!

Best Website Ever: http://www.interventioncentral.com

Differences In Children: Related to Behavior

Working with Parents and Assistant Teacher

It’s No Big Deal to Ask for Help

Working with Children on Conflict Resolution

Importance of High Standards

Power of Anecdotal Notes

Reflection with Behavior, Beyond Academics

Significance of Consistency

Different Behavior Management Ideas

Symptoms of ADHD/ ADD

Importance of Rewards and Compliments

Easier to Change One Behavior at a Time

Process of Creating a BIP

Need to Write Clear Goals