Behavioral Case Study

Compose a Case Study and Action Plan for a behaviorally challenging student from the observation portion of the field experience. Write one paragraph describing the student in detail and identifying what you think the challenge is with this student.

Lisa is a 5th Grade student in a High-Level Class at an elementary school. She is a bright and engaging student, who likes to be the constant center of attention. I observed Lisa’s needy behavior over the course of two days. Within that time frame, she demanded inappropriate attention with more than 10 classroom disruptions. Many times, she would deliberately ask unnecessary questions that had obvious answers. For example, when the morning bell rang, and the rest of the class immediately started working on their bell work, Lisa asked if she should be doing last night’s homework on fractions or if she should be doing her bell work. Other times, she would deliberately begin working without proper instructions, knowing she would receive negative attention for not following directions. When given verbal warnings for disrupting work time by chit chatting with neighbors, Lisa knew how to work the system. She would immediately switch the agenda and claim she didn’t know what she was supposed to be doing or how to do it. She knew exactly how to excuse being off task with an act of helplessness. She demonstrated very few independent work skills. Lisa did not have an internal locus, nor did she appear to have a desire to acquire one.

Write three or more objectives on what you would want to achieve with this student behaviorally. The objectives here must be focused on the student. What are your expectations for the student to be able to do?

Objective 1: When given instructions, Lisa will eliminate asking unnecessary questions that have obvious answers. I expect her to wait for directions and to learn how to accurately and consistently follow instructions the first time.

Objective 2: During work time, Lisa will set aside problems she is unable to solve, save them for later, and to continue working. I expect her to learn how to work independently by completing problems she can solve without disruption or delay.

Objective 3: Lisa will eliminate socializing during work time. I expect her to take responsibility for her disruptive behavior and to learn to stay on task. She needs to stop interfering with the learning of others and her own.

Write one paragraph, describing in detail, a solution that you think would be appropriate and effective in correcting this student’s behavior. In this paragraph, state the solution, and a rationale for implementing this solution.

Lisa’s learned helplessness could be replaced with a program that would reward her for becoming an independent learner. The program would need  to provide her the right motivation to change. Ideally, the solution would need to be intrinsic. With daily accountability and a weekly incentive, Lisa could learn to change her own behavior. Here is the rationale behind this solution. In general, students want rewards. When a reward system is consistent, relevant, and performance based, it offers students the best opportunity to learn that they earn their own consequences. A reward program puts Lisa at the point of responsibility — right where it belongs! It would keep Lisa in charge of her behavior and work habits because the consequences are predictable and directly related to her performance.

Write one paragraph, describing in detail, how you will implement the solution in your own classroom. Address areas such as how this solution can be continued in special area classes (elementary).

To implement this reward based program, I would begin by defining the parameters. I would create a point based program that would reward Lisa with a weekly, predesignated incentive. The predesignated reward would be determined jointly in a brainstorm session with the teacher holding veto power, if necessary. Lisa and I would come up with incentives that would sufficiently motivate her, as well as work in my classroom. Here are a few examples that Lisa could choose from. Lisa could earn eating lunch in the classroom with a friend of her choice for one lunch period. She could earn sitting in the teacher’s chair through one period of silent reading. She could earn a one-time homework or assignment pass. In sum, through proper choices, if Lisa earned a preset amount of 100 points in one week, she would receive a weekly, predesignated reward of her choice. The points given or taken away would be directly tied to her three objectives. For example, if she chooses to socialize during work time, there would be no warning. I would ask Lisa to place her daily point log on my desk for a 10 point deduction. No discussion would be allowed. Conversely, when I catch Lisa working independently, setting aside problems she is unable to solve and continuing to work, I would explicitly and specifically praise her for staying on task and give her a 10 point addition on her daily point log. Lisa would be required to keep the log with her so that all her classroom teachers could have access. I would share Lisa’s reward program with her special area class teachers, asking them to utilize it in their classrooms as appropriate. 

Create a behavioral assessment tool to measure if the objectives were achieved. This assessment can be in the form of a chart or log.

Lisa’s daily log would be her behavioral assessment tool. Lisa would manually record her daily points on a monthly calendar. I like the daily accountability and the simplicity of this tracking method. It helps to make the program easy to implement. Best of all, the objectives are directly tied to the point system. Lisa can choose to earn (or have deducted) 10 points per objective. At the end of the week, she would add up all her points. If the points total 100 or more points, she will redeem her predesignated reward. Incidentally, I would also give Lisa’s reward program a name. I would name it after the desired behaviors she would be working to obtain. In Lisa’s case, her program would be called Independent Worker Reward. The program title would go at the top of monthly calendar. I would also write what weekly rewards she earned as a visual reminder that she’s making good choices. In addition to serving as an assessment tool, the calendar would also serve as a visual reminder of her hard work and success.

Open House & Welcome Letter

Welcome Letter

Dear Parents and Students:

Welcome to Ms. Pearson’s 5th Grade Class at Highland Arts Elementary. I am looking forward to an exceptional year of learning and fun. Please review my expectations and procedures. Throughout the year, I will communicate with parents through a weekly newsletter sent by email. You are welcome to contact me at any time and for any reason. My email address is loreenpearson@gmail.com. We are going to make it a great school year!

Classroom Rules

1. Please respect others and their property. No one has the right to interfere with the learning or safety of others.

2. Please raise your hand to speak or leave your seat.

3. Please be prepared and ready to learn. Do what is expected, and do it the best you can.

4. Please follow directions and work hard.

Rewards and Consequences

Students who chose to follow the rules and be responsible for their own behavior will be rewarded with intrinsic satisfaction, as well as the benefits of a healthy learning environment. As teacher, I may also reward those students with verbal praise, an extra recess, or positive reports to parents. Students who choose not to follow the rules may suffer the following consequences: warnings, loss of recess, or time outs in or out of class. For more serious infractions, parent conferences will be held and behavioral contracts signed. If inappropriate behavior persists, administration will be included for a possible in or out of school suspension.

P. A.T. Motivation

I offer a weekly class reward to students who are performing to the best of their ability, academically and behaviorally. Points will be given for prompt adherence to class procedures, good behavior, productive work time, on-time work, high quality work, and high scores on quizzes and tests. Points will be taken away for the opposite behavior such as missing homework, lost materials, or disruptive behavior. At the end of the week, students who earn a preset amount of points will be given 15 minutes of free time on Fridays. This is call Preferred Activity Time (P.A.T.). Working together, the teacher will have students chart their daily points in their calendars (see below). The goal is to have all students earn this weekly reward. This system keeps students in charge of their behavior and work habits so that consequences are predictable and directly related to their performance.

Calendar

Each student will be given a calendar each month for the entire year. Please emphasize to your child how important it is to take care of this calendar. It will be used by students to record homework assignments. It will also be a communication tool between the teacher and parents. Please make it a priority to check and sign your child’s calendar every day. Having you sign the agenda is considered one of your child’s homework assignments. Students will keep their calendar and daily homework assignments in a loose leaf binder that will be transported back and forth from school to home every day.

Homework

Students will have homework every night, Monday through Thursday. Unless otherwise noted, it is due as the student enters the following day. Partial credit may be given for homework that is up to two days late. Assignments that are not turned in are circled in ink on your child’s calendar and will lower your child’s grade. Homework should not exceed 50 - 60 minutes on any day.

Reading Log

In addition to written homework, students are expected to read each night for at least 30 minutes. Research shows that the more we read, or are read to, the better readers we become. Please help your child keep track of his or her reading on the monthly reading log. Reading logs will be turned in at the end of each month for a grade. The reading log should be kept in your child’s homework folder which will go home daily.

Graded Work

Graded work is sent home each Friday. Please review it with your child each week so that you are aware of your child’s progress in our class. I do not keep graded work, so if you are seeing your child’s graded work, you will have a very good idea of your child’s progress. Your signature on Friday’s calendar lets me know you have seen you child’s graded work, so please ask for it.

Expectations

With my assistance, I expect students to take responsibility for their behavior and academics. I expect each student to do his or her best work and to follow school and classroom rules. Each student’s best is personal. If a student is not making mistakes, the work is not challenging, and this is a mistake. Please help your child by allowing him or her to make mistakes and to have the opportunity to learn from those mistakes. That is how we grow and progress. 

In closing, thank you for your attention to our classroom procedures and expectations. I know that working together with a positive attitude will help make it a fun and productive year. 

Respectfully,

Ms. Loreen Pearson

Highland Arts Elementary

602-989-0814

loreenpearson@gmail.com

Open House Outline

• Welcome parents to the school’s Open House Night and express appreciation for their attendance and participation.

• Review the Welcome Letter, which includes classroom rules, rewards and consequences, expectations, homework and more.

• Pass out a daily Class Schedule and Weekly Specials (Music, P.E., Media, etc.)

• Give curriculum highlights such as -

• Science Camp at Lake Pleasant
• Christmas Carol Reenactment
• Westward Expansion Celebration

• Pass around a volunteer sign-up sheet for -

• Field trips and special events
• Holiday parties
• Room Helpers
• Art Masterpiece Guide
• Special interests, career or hobby to share

• Leave a notecard for parents to write a short note of encouragement for their student to read on the first day of class.

• Assign first homework assignment: an interest inventory worksheet for the student to fill out and return the first day of class.

Make Your Day Management Program

Make Your Day Rationale: You have a student that consistently does not finish classroom work, even though she is capable. You have tried encouraging her, giving her extra rewards for work completed, and contacting her parents. When the student is confronted about unfinished work, she reacts in a hostile way. This may include everything from arguing with you, to breaking the pencil lead on her pencil while you watch. How might the Make Your Day program assist you in getting this student back on track? Write an explanation of how you would approach this situation. Specifically explain how you would use both steps and points in this situation.

As I understand the Make Your Day Management Program, this student is clearly choosing Step 4, which includes extreme disrespect to those in authority. When confronted about her unfinished work, she reacts in a hostile way with everything from arguing to breaking the pencil lead on her pencil while the teacher watches. According to the MYD Management Program, this means the student is automatically moved to Step 4, and jumps over sequential Steps 1, 2, and 3.

Step 4 includes notifying the student’s parents. I would hold a teacher/parent/student conference. Prior to the meeting, I would create a conference agenda* and have it ready for distribution. I would begin the conference respectfully and positively, welcoming all parties, and expressing appreciation for their time and attendance. I would prepare to listen carefully, take notes, and encourage discussion so that the meeting would be a joint effort.

The first item on the conference agenda would be the distribution of my Make Your Day Management Program Brochure. The brochure would cover the entire program including the purpose, rules, steps and points. I would begin the conference with this brochure to help the student and her parents understand the program, as well as be willing to comply.

I would explain the purpose, value and goal of the program, which is to teach students to take responsibility for their behavior, positive or negative. When an infraction occurs, students are choosing their consequences. Similarly, when a student is responsible, the reward is intrinsic, namely, inner pride and satisfaction. The student will never be made to feel dumb or bad, rather, it is an opportunity for the student to learn from her mistakes.

I would explain that the program has 5 steps, ascending in order of severity. To rejoin the class, a student would have to work the steps sequentially down as required by the program. For brevity’s sake, I would begin my explanation from Step 3 and work down.

Step 3 requires the student to silently stand, in a particular location, facing away from group work, and read the MYD rule cards she has broken. In her case, I would have her read both cards because it applies to this situation. Those rules are, "No one has the right to interfere with the learning or safety of others,” and ”Do what is expected and do it the best that you can." Step 2 requires the student to silently stand in the same position and location. Step 1 requires the student to sit quietly at the same location, until the teacher returns. At this point, the student will correctly clarify why she has chosen Step 1. The student needs to take responsibility for her behavior and the rules she has broken.

The teacher/parent /student meeting would also include an explanation of how the daily point system works. Students earn points in a preset amount for each working period, beginning with zero. At the conclusion of the work period, students evaluate their choices and behavior by self assigning points. Students can’t lose points, but there are exceptions to misaligned points, such as legitimate concerns from peers, repeat infractions, and poor self evaluation. The appropriate points are charted and kept in a cumulative list of days. The teacher has the final say in the point system. 

The final portion of the conference would require complete student engagement and compliance. I would expect the student to state her infraction completely and correctly. I would expect her to take responsibility for her behavior. I would ask her to problem solve different ways of how she can handle her inappropriate behavior. I would expect her to show a positive attitude and a desire to return to class. If all parties determine that the conference was successful, the student may return to class.

The final step would be to implement a behavioral assessment tool. I would have all parties commit to focusing on the next week of class. I would either be sending home a “Make Your Day” slip or a “Did NOT Make Your Day” slip based on the choices the student makes. I would intentionally invite and encourage my student to commit to earning a MYD slip every day for the next week. Parents would agree to look for and sign those slips, and the student would agree to show me the signed slips the next school day. If the student chooses to earn three weeks of Make Your Day slips, I would present a Make Your Day Certificate to the student in front of the entire class, with parents and administration invited. If the student chooses to continue to NOT Make Your Day, I would immediately require another conference with all parties, but this time I would include administration.

I would end the conference, as I began, respectfully and positively, expressing my hope for successful improvement in behavior and attitude.

*Teacher/Parent/Student Conference Agenda

1. Review Make Your Day Management Program Brochure

• Purpose
• Rules
• Steps
• Points

2. Student Engagement & Compliance

• State infraction completely and correctly
• Take responsibility for behavior
• Problem solve
• Positive attitude and desire to return to class

3. Behavioral Assessment Tool

• Make Your Day slip
• Did NOT Make Your Day slip
• Make Your Day Certificate

Assertive Discipline

A new student has arrived in your classroom. Although it's only the student's first day in your room, you get the feeling that he "is going to be a handful." He seems disinterested in what you have to say, and has already disrupted surrounding students by visiting. What aspects of Assertive Discipline could you utilize to assist with promoting a feeling of trust with this student? Do you think it would benefit the student if you spent some one-on-one time with him? What types of questions would you ask, what type of information might you share? What might be a strategy you could use to increase the trust and, therefore, support between this student's family and yourself? Summarize your ideas in a short narrative.

As an assertive teacher, I would be welcoming and respectful, as well as clear and concise in my expectations and procedures. I would immediately spend one on one time together to help build a relationship of trust. First, I would acknowledge how difficult it must be to be the new student in our class. I would ask him open ended questions in an effort to better understand his point of view and current life situation. I would ask about his interests and important events in his life. In turn, I would give him a brief professional and personal biography such as how many years I’ve been teaching and what fun activities my students most look forward to in the year.

Next, I would review my expectations of the class and of his part in building our team. I would intentionally invite him to join our class of learning by reviewing procedures both in writing and in person. I would have a peer give him a guided tour of the room. Assigning a buddy helps the student learn about the environment around him, as well as give the students an opportunity to become acquainted. After the tour, I would give the new student an assignment to draw a map of the room, detailing important locations such as where his belongings are to be stored, where homework is to be turned in, where bell work is kept, where supplies are stored, and where policies and procedures are posted. At the end of the process, I would check for understanding of my classroom procedures and expectations.

I would also set up a teacher/parent/student conference. In a non-threatening manner, I would approach this meeting with a clear purpose. I would prepare to listen carefully and take notes to help involve all parties. At this meeting, I would review my classroom brochure, which would include information about classroom rules, the rewards and consequences for following or not following the rules, and other expectations such as homework, calendar tracking, and grades. 

In addition to educating the new student and his parents to my procedures and expectations, I would daily employ disciplinary techniques in hierarchical order, beginning with preventative and supportive discipline, such as meaning business, non-verbal cues, and mobility and proximity. 

I would also use many of Fred Jones’ discipline management ideas such as limit setting and responsibility training. Limit setting is remaining calm and using body language to communicate to students that you mean business. Jones describes in great detail how to communicate through actions such as moving in and out, lingering, camping out and using palms. When in doubt, he suggests taking two breaths and giving a withered look of boredom. As to responsibility training, it is a reward incentive program that helps provide students with the needed motivation to work to the best of their ability. This reward incentive program is called Preferred Activity Training (P.A.T.). Jones goes into great detail about how to also best use this layer of discipline management in conjunction with the rest. 

If the student continues to act out, I would enforce corrective discipline which might include public time outs, in or out of class. I would consistently enforce consequences up to and including daily signed behavioral contracts. If small and medium discipline management techniques fail, I would use a back-up system and involve another professional adult. 

Compare & Contrast Textbooks

Compare and contrast the information in Harry Wong’s The First Days of School and Fred Jones’ Tools for Teaching. Answer the following questions within your description. What are the strengths of each? What are the weaknesses of each? From what you have read in the two books, have you seen anything in action during your Field Experience? If so, explain. What concepts do you see yourself using in the classroom?

Overall, I found the information in both textbooks to be highly valuable, both professionally and personally. I learned many principles that would not only help me to be a more effective teacher, but also a better human being. For example, in The First Days of School in a section about classroom procedures, Harry Wong writes, “Responsibility and accomplishment are two things that all people must develop to be successful in life.” In his book Tools for Teaching, Fred Jones writes about the importance of remaining calm in the face of provocation. “Calm is strength. It is a skill. You will never be able to control a classroom until you are first in control of yourself. Meaning business is first and foremost being emotionally strong.”

My incidental learning notwithstanding, I also learned how to be a more effective teacher. Both authors similarly addressed the need of rigorous implementation of procedures and routines. Both textbooks went into great detail about the importance and “how to” of room arrangement for effective classroom management, as well as the importance of the teacher working the room for both behavioral management and lesson mastery. 

One of Wong’s strengths, and where Jones’ was less strong, was his emphasis on respect and positive expectations. Chapter nine was devoted to invitational education, and chapter ten on increasing positive behavior. I appreciated Wong’s emphasis on using basic manners and words such as please, thank you, and my pleasure. I clearly recall an “ah-ha” moment when Wong taught to never use a student’s name in a negative, disciplinary tone. Because I have seen it modeled incorrectly so many times, until Wong pointed it out, I did not realize how negatively it impacts a student to hear his or her name used to correct misbehavior. To do so, according to Wong, is demeaning and degrading. From that point on, I have made a concerted effort to not do so.

Out in the field, I notice a general lack of common courtesy in classrooms. Those teachers, who have internalized respect for others, clearly stand out to me. This course on classroom management has brought this lost skill to my attention, and I now want to ensure that I deliberately use those words in my classroom. When students see teachers modeling respect, they are more likely to do the same. I definitely noted that each of the three decorated teachers in the virtual experience on CD behaved highly respectful toward their students and expected their students to do likewise.

One of Jones’ strengths was his detailed information and ideas on instruction and motivation, which Wong’s textbook almost completely lacked. Perhaps my favorite idea from Jones’ book, among many, was his instruction on modalities of learning. He emphasized how teachers can maximize comprehension and long term memory by integrating all three learning modalities, namely, auditory, visual and physical. 

First, Jones addressed the verbal modality with his praise, prompt and leave technique, which emphasizes giving short steps, one at a time. The visual modality included a Visual Instructional Plan (VIP) that is a prepackaged task analysis in visual form. VIPs are a lesson plan that is a list of steps with a picture for each step. Finally, for the physical modality, Jones teaches his “Say, See, Do” Theory. This is similar to the tactile or kinesthetic learner who prefers hands on activities, where there is a high degree of engagement and exploration. Say, See and Do Teaching helps integrate all three learning modalities. The brain constructs and decodes patterns. The three modality approach puts learning into one pattern. Students learn best by first telling them what to do, then showing them what to do, and then having them do it. We learn by doing. We learn one step at a time. Jones quotes a Chinese Proverb that sums it all up, “I hear, and I forget. I see, and I remember. I do, and I understand.”

Where both textbooks fell short was in the area of behavioral theories and mistaken goals. The course instruction covered these areas and provided types of discipline such as preventative, supportive and corrective that I found most helpful. I liked having a hierarchy of consequences outlined, with examples of verbal and non-verbal prompts that would help me, as a teacher, keep appropriate discipline ideas readily available such as utilizing “I” messages and using a sense of humor whenever possible. Jones provided much more help in this area than Wong with his chapters on limit setting, responsibility training, and back-up systems. I also preferred Jones’ approach to discipline which appeared more dynamic and not as prescriptive as Wong’s. Jones’ approach to teaching allowed for more individualization and tailoring to specific situations than Wong’s universal, one size fits all approach. Because I thought Wong’s textbook was less informative, I realized his book was aptly titled, The First Days of School.

I have learned a great deal from both books, but more from Jones. I appreciated Jones reminding me to not be ambivalent when it comes to discipline. If I am of two minds, I will send a mixed message. As he suggests, I decided that when I teach discipline comes before instruction, at all times. I liked all his examples of effective teachers, all of whom knew how to mean business, from his mother to his elementary school teacher, Ms. Haines, to Queen Victoria’s direct and regal, “We are not amused.” 

In summary, Jones’ textbook was a more holistic approach to teaching. He covered the three pillars of classroom management: discipline, instruction and motivation. I believe the most effective teachers have mastered all three skills. Now, I must go forward and strive to practice these skills, and that’s the hard part - implementation!

Insights from an Honors Chemistry Teacher

Was there anything in this portion of the Virtual Field Experience that was new to you?

The majority of my career in education has been spent at the elementary level, therefore, I enjoyed observing a high school honors chemistry teacher. What I found interesting was that this teacher was just as kind and respectful to her high school students, as I strive to be teaching young elementary students.

Was there anything in this portion of the Virtual Field Experience that was new to you?

The majority of my career in education has been spent at the elementary level, therefore, I enjoyed observing a high school honors chemistry teacher. What I found interesting was that this teacher was just as kind and respectful to her high school students, as I strive to be teaching young elementary students.

The college prep chemistry teacher was intentionally inviting and never demeaning toward her students. She had a light-hearted, non-judgmental attitude, and even a sense of humor. Here are several examples. She did not criticize or ridicule a student, who neglected to pick up a new study guide at the beginning of the semester. Instead, she offered to get a study guide for the student and laid out extra guides for the entire class. When another student made a basic arithmetic error, she alleviated the student’s embarrassment by explaining that all students were eligible to use a calculator, especially since they were juggling several deep concepts at once. When correcting a different student’s error, she reassured the student, “You were on the right track.”

Was there an “ah-ha” in this section?

When asked about her discipline plan, the teacher gave a great example of how she teaches logical vs. illogical consequences. She gives her students the last 5 minutes of class to work on their homework. Because she has just taught new material and concepts, she wants to catch early errors, if possible, and to help prevent students from completing the entire assignment incorrectly. Some students figure it’s only 5 minutes left, so why bother. They begin to socialize, instead of working on the new concepts. When this happens, the teacher said she quickly offers to give a quiz on the homework material. When the teacher meets with resistance, she explains to her students that because they chose to socialize instead of studying, she figured they had already mastered the material and were ready to be tested. The teacher had just taught her students what the logical consequence would be. 

What information are you going to take for your current/future students?

There were at least three new ideas from the high school advanced placement chemistry teacher I’d like to try with my students. First, she had a method to praise and acknowledge student work, although, I’m not sure if it would work with my elementary students. She said that before she passes back a graded test, she usually asks the class who they thought got the highest score. After brief guessing among students, she likes to announce the high score and to praise the student who earned it, especially when it’s a student who normally does not score the highest. She did acknowledge that it works with her students because they are the type of students who are happy for one another and genuinely congratulate one another for a job well done.

Another procedure I’d like to incorporate is having the students draw a map of the classroom of where to find materials and where to turn in papers. The chemistry teacher said the first 2 to 3 weeks of school is exhausting for her because she’s setting up procedures for the rest of the year. She said it’s worth it because it goes like clockwork from there on. On day one, she has students’ daily work set in the same spot it will go all year. She reviews the syllabus and has them write up their daily log and record of points. From there, the class literally walks the room, identifying where materials and papers are expected to be kept and turned in. From there, students draw a map of the room. That is the one element I have not attempted yet, and I will.

Finally, I also liked her beginning of the year contract with special education students. The teacher said she expects the same work from her special education students (the same assignments, quizzes and tests), but they are not on the same grading scale as the rest of the class. At the beginning of the year, she determines their level of achievement. If the student typically scores 50%, then that is where her grading scale starts for that student. I like this approach because it aligns with my philosophy that it’s best to meet a child where they’re at and to progress from there.

Misbehavior & Discipline

Gary is a new student to Ms. Adams fifth grade classroom. He appears uninterested in what is going on. He has already shown aggressive behavior towards other students, and Ms. Adams feels threatened by his "I'm in charge" attitude and refusal to work. After studying the information on "mistaken goals," explain the 'mistaken goal' Gary is demonstrating and tell what the teacher could do to assist Gary in developing a sense of belonging to the class.

Explain the student’s mistaken goal and how I came to that conclusion.

Gary is demonstrating the mistaken goal of power. I came to that conclusion by picking up on key behavioral words in the given hypothetical situation. For example, the student appears uninterested in what’s going on, a sign that he is not seeking others’ attention. Instead, Gary is refusing to work, which is the classic sign of a student who is seeking power. Gary is aggressive towards other students and not withdrawing, which is the mistaken goal of inadequacy. Nor is Gary being revengeful by defacing property, cheating or spreading rumors. The final clue as to Gary’s mistaken goal of power is how the teacher feels. Ms. Adams feels threatened by his “I’m in charge” attitude. A teacher’s response can also help identify the student’s mistaken goal. Clearly, Gary’s mistaken goal is seeking for power.

Tell how the teacher should confront the mistaken goal.

As teacher, I would begin a discussion with the student in a non-threatening manner. It would help demonstrate to the student that I am calm and unprovoked and able to deal with his negative behavior. I would completely avoid a power struggle or intimidation. To help the student begin to acknowledge, identify and change his mistaken goal, I would begin with a question, such as, “Could it be you are trying to prove that you don’t have to do anything you don’t want to do?” This could be the start of a discussion on how the student can begin to gain control over his own negative behaviors. 

Once the student is aware of and acknowledges his negative behaviors, I would help him replace his negative habits with positive opportunities. For example, I would assign him to positions of responsibility in the classroom, and I would invite him to assist in making classroom decisions.

To help Gary further develop self control, I would proceed with several more tools. First, I would identify how the student learns. Is he auditory, visual or kinesthetic? Once that is identified, I would help keep him on task with assignments and instruction that appeal to his learning style. I would also ask the student to take an interest inventory to learn what motivates him. Is he motivated externally (with grades, praise and rewards) or intrinsically (such as charting his own progress)? Finally, I would incorporate preventative and supportive discipline techniques, as listed below.

Here are some preventative discipline techniques.

• Provide worthwhile, relevant and enjoyable curriculum, that involves all types of learners
• Vary the structure of instruction - individual, partner and group
• Rehearse procedures as needed and repeat expectations
• Model courtesy, manners and helpfulness

Here are some supportive discipline techniques.

• Develop positive non-verbal cues such as eye contact with a smile or a thumbs up
• Position yourself in closer proximity to the disruptive student
• Utilize “I” messages such as “I like the way Rachel is working quietly.”
• Use a sense of humor whenever possible
• Show interest in a student’s work with questions, positive comments or helpful suggestions

If all else fails, I would enforce corrective discipline such as immediately stopping the disruptive behavior and applying consistent consequences. Ultimately, a sense of belonging comes from within. The goal is to have the student monitor his own emotions and behaviors.

Virtual Field Experience

CD Virtual Field Experience (Intermediate)

Was there anything new to you?

One classroom management technique that was new to me, and that I would like to use and incorporate in my teaching, involved peer tutoring. During instruction, the teacher asked a question that had a specific answer. When only half the class raised their hands to answer the question, she instructed those who had their hands up, to whisper their answer to a fellow student, who did not have his or her hand up. After the whispered exchange, the teacher then addressed the whole class. She repeated the initial question and asked for a group answer in response. The class gave the correct answer in unison. The teacher then praised the class, “I knew you could get it.”  

Was there an “ah-ha” in this section?

Because I have not had much experience with working with English Language Learners or students with special needs, I was interested in hearing the teacher’s recommendations. I’m not sure it was an “ah-ha” moment, but I was surprised to learn that her methods were similar to what I use in the arts. She recommended using hands-on activities where students would internalize concepts. For example, when teaching fractions, she had Special Education Students cut up their own fraction kits, rather than giving them one already cut up and completed. She said that her ELL and Special Education Students learned better by manipulating and exploring concrete materials on their own first. Much of my current arts curriculum involves a lot of kinesthetic learning activities.

What information are you going to take for your current/future students?

When the teacher was asked how she maintains a calm climate in her classroom, she referred to a book called “Miss. Nelson is Missing.” The teacher said she reads the book to her class on the first day because it helps explain how reciprocity works, when it comes to respect between a teacher and her students. I found the book by Harry Allard and James Marshall, read it, and literally added it to my teacher knapsack. The book teaches students what respect looks like, as embodied by Miss. Nelson, and what it doesn’t look like, as embodied by the villainous substitute, Viola Swamp. Plus, I love James Marshall’s illustrations (in all his books). I plan on reading it to my students currently and in the future.

How is the teacher dressed? Is she dressed for success as according to Wong?

The teacher was dressed for success as according to Wong. She was well groomed and not excessive in her jewelry or make-up. She wore neat, clean and tailored clothes that positively communicated that she cared about herself and her profession. She dressed in a manner, that according to Wong, would help give her respect, credibility, acceptance and authority.

Parent Teacher Conferences

You have decided to hold a conference regarding a student’s academic and behavioral challenges. Although this student often contributes to classroom discussion, she often disrupts the learning of others, and does incomplete work.

Summarize how you might set up this conference.

My first choice would be to telephone the student’s parents to set up the conference. Because a parent teacher conference involves communicating in a formal setting, I would extend that invitation in a method as personal as possible, which I believe would be a direct phone call. I would follow up this invitation with an email.

In this invitation, I would briefly explain the purpose. I would say that while their child is making progress, I would like to discuss a couple of areas of improvement that would help make her progress even greater. I would explain that the conference would take approximately 20 minutes. I would also have a couple of dates and times available for the parents to choose from.

What statement might you use to begin the conference?

I would begin by thanking the parents for coming to the conference. It shows they care about their child’s education. I would follow that statement by building on common ground. I would say that I, too, see great potential in their child, and that if, by giving a couple of areas of improvement some attention, their child would become an even better student.

Describe any written or oral communication strategies you might use to assist with the conference.

I would prepare a printed agenda and outline to be shared with the parents once they arrive. It would include specific examples of their child’s academic and behavioral challenges, both positive and negative. I would review her positive contributions to classroom discussion. I would also review her classroom disruptions and her incomplete work assignments. 

If the parents respond with concerns, I would not proceed with solutions, until we achieved better understanding. If the parents are still resistant to my areas of improvement, I would continue to seek for understanding and probe for clarification. Once we have achieved a common understanding, I would proceed with solutions. Depending on time lapsed, I may have to adjust accordingly and prolong the conference or set up a follow-up conference.

If time allows, I would proceed directly to the solutions. The solutions might include having all parties (teacher, student and parents) sign an academic and behavioral contract to check for understanding of my procedures and rules. In order for the student to take responsibility for her choices, she needs to understand what rules she is breaking and what those consequences would be.

What might you do following the conference to keep this student “on track?”

At a minimum, because the student has signed a contract agreeing to rule and procedure compliance, if and when an infraction occurs, I would require the student to identify what rule she broke and why. I would further require the student to write up the infraction for parent signature. The ultimate goal would be for a discussion and commitment to realign herself with class rules so that it won’t happen again.

I would also require the student to chart her own daily progress. She would chart her daily behavior in class as well as completed work. At the end of the day, the student and I would have a conversation as to where she stood that day in both areas. I would sign off on both areas of improvement. I would set a goal of charting for three weeks before reassessment. If limited progress is made, a new plan of action would need to be discussed and implemented. After three weeks of successful compliance, a new goal would be set.

For those who need a good laugh about PTC, check out this 4 minute satirical video.

PTC Parody