Unit 6: Managing Challenging Student Behavior
Activity 1: Planning for an Inclusive Classroom
Goals: 1. Renee will not disrupt the class
2. Renee will not speak out of turn
3. Renee will not use inappropriate language
4. Renee will not physically assault others
Target Replacement Behaviour
1. Renee will view herself as part of the class and work with peers in a constructive way
2. Renee will raise her hand when she wants to speak (and wait until called on)
3. Renee will use school-appropriate vocabulary only
4. Renee will treat others with respect
Student Feedback
1. Renee feels that she is unfairly treated and singled out. Make sure to carry out classroom rules with all students and do so publicly so there is no misunderstanding and Renee can see this.
2. Conduct class meetings where students help to solve classroom issues (eg. “What can we do when we really want to talk, but it’s not our turn?” Students could give ideas like write it down to say later, have a ‘questions box’ in the class, raise your hand etc.). Make sure all suggestions are helpful and not punitive. Renee may react better to suggestions from peers than an authority figure (However make sure suggestions are not aimed at Renee so she doesn’t feel singled out).
3. Renee seeks undue attention, which really means “Notice me and involve me usefully”. We know that she is gifted and able, so assign her a role in the class which keeps her occupied and also gives her some responsibility.
4. Have a “positive time-out” space in the room filled with things each student has chosen to help them calm down. When students (not just Renee, remember not to single her out) feel angry, they can go to the space, no questions asked, to calm down and come back when they feel ready.
5. Continue to be firm but fair with classroom rules. There is no acceptable reason to break classroom rules. Make sure punishments are carried through when classroom rules are broken.
Methods to Monitor
1. Behaviour will be monitored on a daily basis.
2. Behaviour of the class (not Renee) to be addressed in weekly class meetings and suggestions to problems raised by fellow students.
3. Parents to be contacted once a week to report behaviour changes (both positive and negative).
Family Communication
1. Parents to be contacted at the end of each week.
2. A daily journal kept by the teacher will help to recall how Renee behaved during the week and what progress was made.
3. At the end of the first month, an in-person parent-teacher meeting will be called to discuss how Renee’s progress is going. Ideally, Renee would also be present and have a voice at the meeting so she believes she is part of the process.
Follow Through
1. Renee’s parents believe that she was singled out in the past for behaviour other students get away with. She is now relieved that there are class meetings where behaviour is brought up in general, rather than attributed to just one student (Renee).
2. Consult with parents to see if there is any trauma Renee has experienced, or if they would like to set up sessions with a counsellor.
3. A monthly meeting with Renee’s parents (and Renee if possible).
4. Once her goals are reached, daily notes and weekly communication with parents will cease. The teacher will continue to monitor Renee, the same as they do other students.
2. Renee will not speak out of turn
3. Renee will not use inappropriate language
4. Renee will not physically assault others
Target Replacement Behaviour
1. Renee will view herself as part of the class and work with peers in a constructive way
2. Renee will raise her hand when she wants to speak (and wait until called on)
3. Renee will use school-appropriate vocabulary only
4. Renee will treat others with respect
Student Feedback
1. Renee feels that she is unfairly treated and singled out. Make sure to carry out classroom rules with all students and do so publicly so there is no misunderstanding and Renee can see this.
2. Conduct class meetings where students help to solve classroom issues (eg. “What can we do when we really want to talk, but it’s not our turn?” Students could give ideas like write it down to say later, have a ‘questions box’ in the class, raise your hand etc.). Make sure all suggestions are helpful and not punitive. Renee may react better to suggestions from peers than an authority figure (However make sure suggestions are not aimed at Renee so she doesn’t feel singled out).
3. Renee seeks undue attention, which really means “Notice me and involve me usefully”. We know that she is gifted and able, so assign her a role in the class which keeps her occupied and also gives her some responsibility.
4. Have a “positive time-out” space in the room filled with things each student has chosen to help them calm down. When students (not just Renee, remember not to single her out) feel angry, they can go to the space, no questions asked, to calm down and come back when they feel ready.
5. Continue to be firm but fair with classroom rules. There is no acceptable reason to break classroom rules. Make sure punishments are carried through when classroom rules are broken.
Methods to Monitor
1. Behaviour will be monitored on a daily basis.
2. Behaviour of the class (not Renee) to be addressed in weekly class meetings and suggestions to problems raised by fellow students.
3. Parents to be contacted once a week to report behaviour changes (both positive and negative).
Family Communication
1. Parents to be contacted at the end of each week.
2. A daily journal kept by the teacher will help to recall how Renee behaved during the week and what progress was made.
3. At the end of the first month, an in-person parent-teacher meeting will be called to discuss how Renee’s progress is going. Ideally, Renee would also be present and have a voice at the meeting so she believes she is part of the process.
Follow Through
1. Renee’s parents believe that she was singled out in the past for behaviour other students get away with. She is now relieved that there are class meetings where behaviour is brought up in general, rather than attributed to just one student (Renee).
2. Consult with parents to see if there is any trauma Renee has experienced, or if they would like to set up sessions with a counsellor.
3. A monthly meeting with Renee’s parents (and Renee if possible).
4. Once her goals are reached, daily notes and weekly communication with parents will cease. The teacher will continue to monitor Renee, the same as they do other students.
Activity 2: Putting it all together
A positive classroom climate helps students to feel safe and motivated to learn. Students who are part of a friendly and welcoming environment will be more likely to succeed and also more likely to learn. During this unit we have learned both why a positive classroom environment is important and how to promote one.
One thing I found interesting was norms and procedures and how they differ from rules. In my class this semester I have had several class meetings with my students where we work to establish norms and procedures together. For example, I pointed out that I noticed that some children were on their own during pair and group work. Together the students and I came up with a ‘buddy system’ to let all children have a partner to work with.
I have also learned about setting high expectations and why this is really important. It’s important to have high expectations for each and every student. View all students as able and let them show you just what they can do. If you don’t believe in them as their teacher, then they won’t believe in themselves and their peers won’t believe in them either.
I have also learned how technology can help play a place in the classroom with fun apps. I also found a useful app called Best Sand Timer that can help with transition times in the classroom. This gives learners autonomy and helps transition time become more orderly.
Finally, I think the use of video observations can help with creating a classroom environment. Watching others teach allows you to see things from another point of view and you can get ideas on how to make your classroom environment one which is conductive to learning. Also recording and watching yourself teach is a really empowering way to make positive change.
One thing I found interesting was norms and procedures and how they differ from rules. In my class this semester I have had several class meetings with my students where we work to establish norms and procedures together. For example, I pointed out that I noticed that some children were on their own during pair and group work. Together the students and I came up with a ‘buddy system’ to let all children have a partner to work with.
I have also learned about setting high expectations and why this is really important. It’s important to have high expectations for each and every student. View all students as able and let them show you just what they can do. If you don’t believe in them as their teacher, then they won’t believe in themselves and their peers won’t believe in them either.
I have also learned how technology can help play a place in the classroom with fun apps. I also found a useful app called Best Sand Timer that can help with transition times in the classroom. This gives learners autonomy and helps transition time become more orderly.
Finally, I think the use of video observations can help with creating a classroom environment. Watching others teach allows you to see things from another point of view and you can get ideas on how to make your classroom environment one which is conductive to learning. Also recording and watching yourself teach is a really empowering way to make positive change.
Activity 3: End of Module Survey
I did a survey to give feedback for the end of module four. I am looking forward to what I will learn next week when we begin module five.