Classroom Management Behavior
Classroom management can be challenging and can disrupt a learning environment to the extent that no learning occurs. As the classroom dynamic changes, so does the recognition and rewards. Teaching in special education environments has similar challenges, predominately behavioral. Students often come to class unprepared, intentionally disruptive and disengaged on learning, as one can imagine this can be stressful especially when the classroom size exceeds that of a desired student teacher ratio.
One of my most memorable students had a hard time adjusting to the structural environment of the classroom. This student was very disrupting; he often talk out, yell across the room at other students, disrespecting …show more content…
In an effort to help identify the best tools to help him to be more engaged in learning, I began to research his education career. Unfortunately, there was no efficient Behavioral Intervention Plan (BIP) that was set in place for this student, the prior year he was placed at Special Programs and his transfer was revoked, and he was send back to his home school. His actions affected not only the pace of the curriculum, instruction time and the other student ability to remain focus on coursework and their learning, countless times to redirecting the student to stay on …show more content…
In order for me to improve the learning and motivation of this student and the class, I needed to assist the student to become better at their assignments and behaviorally (Martella, 2015). The reinforcement that I use to do this was the Fixed-interval and Variable-interval reinforcement. In this case, I give the students tickets. These tickets could be used to for 10 minutes of free time on the computer on Fridays, or other things that he felt was interesting to him, eating lunch in my room or other items. I first started giving tickets if he came in to class and was quieted, working, being nice to the other students no matter how little it was. Once his behavior started changing, I started giving tickets out in Fixed interval. By the end of the year, his behavior had changed and tickets were not needed, but were still
Classroom management can be challenging and can disrupt a learning environment to the extent that no learning occurs. As the classroom dynamic changes, so does the recognition and rewards. Teaching in special education environments has similar challenges, predominately behavioral. Students often come to class unprepared, intentionally disruptive and disengaged on learning, as one can imagine this can be stressful especially when the classroom size exceeds that of a desired student teacher ratio.
One of my most memorable students had a hard time adjusting to the structural environment of the classroom. This student was very disrupting; he often talk out, yell across the room at other students, disrespecting …show more content…
In an effort to help identify the best tools to help him to be more engaged in learning, I began to research his education career. Unfortunately, there was no efficient Behavioral Intervention Plan (BIP) that was set in place for this student, the prior year he was placed at Special Programs and his transfer was revoked, and he was send back to his home school. His actions affected not only the pace of the curriculum, instruction time and the other student ability to remain focus on coursework and their learning, countless times to redirecting the student to stay on …show more content…
In order for me to improve the learning and motivation of this student and the class, I needed to assist the student to become better at their assignments and behaviorally (Martella, 2015). The reinforcement that I use to do this was the Fixed-interval and Variable-interval reinforcement. In this case, I give the students tickets. These tickets could be used to for 10 minutes of free time on the computer on Fridays, or other things that he felt was interesting to him, eating lunch in my room or other items. I first started giving tickets if he came in to class and was quieted, working, being nice to the other students no matter how little it was. Once his behavior started changing, I started giving tickets out in Fixed interval. By the end of the year, his behavior had changed and tickets were not needed, but were still