My classroom will have to be conducive to a great learning environment by taking into account the needs in my class constellation. The way the room is laid out must not be too constricting nor too "free wheeling" The physical setup of the room has work for those in the class with physical disabilities. I also think it's vastly important to have an area of the room where individuals can read if they have nothing else to do. In order to make sure that all students felt involved in the classroom dynamic I would have us as a group come up with class rules & expectations during the beginning of the year. The groups I would create for group projects would have to be carefully planned out in order to make sure that I was splitting people up fairly and not by clique or or pairing students who frequently act out with each other.
In my current ElEd placement I notice a lot of the students who finish work quickly have time to get others off task so I need to come up with activities the students would know to do once they have finished the work required of them.
Case Study:
Lisa is the student in question in the El Ed case study. Her aberrant behavior seems to arise during group work.
First, I would try to correct the behavior simply by differential reinforcement, by vocally reinforcing classmates when they are working on task with their groups and making an example to the class as a whole.
If this is not successful at motivating Lisa to work with her group, I would then take her aside and discuss the behaviors which are disrupting class. I would ask her to come up with a signal that I could use that she would recognize when she is causing issues within her group, so she and I could communicate about the behavior during class without interrupting other students or embarrassing Lisa.
If this behavior is implemented and still does not work, I might try and set a goal with Lisa and involve her group. They could draw up agreements about how they will work together and what Lisa will be responsible for, and what the rest of the group will be responsible for.
If this strategy does not work, whenever the behavior occurs I would have Lisa pulled aside and do extra work during class time.
If all else fails, I would have no choice but to schedule a meeting with Lisa's parents to discuss the behavior.
Your idea about coming up with the classroom guidelines as a whole class is wonderful. This will give the students ownership over the rules, and hopefully over their behavior as well! It would give them a clear understanding of WHY the rules are important - because they created them!
ReplyDeleteSecondly, involving the group in Lisa's behavior intervention is awesome. You're utilizing the reinforcement of her aberrant behavior and forming it into the reinforcement of her good behavior. This would act as a DRI by replacing the behavior with one the aberrant behavior cannot coexist with. Love it.
I love the idea of having a reading area in the classroom, it encourages student to read and also present a different setting from the static classroom.
ReplyDeleteIt is also beneficial when my class has stations activities,some works with me, others in pairs, and some others would be reading books or magazines.
While group work seems to work beautifully (most of the time), I have found that the actual grouping has been one of the most difficult things to do in my classroom. The team atmosphere fosters competition and leads students to WANT to succeed and students can more easily teach and learn from one another. It is tricky to put students together according to varying levels of proficiency, reading levels and at the same time, keep in mind whom you can and cannot pair up because there are behavior issues. There is no right answer and one student may be productive with one group and not in another.
ReplyDeleteOne student may act out in one group and not another.
I love your idea of coming up with class rules together. This helps students feel involved and in control of their academic life. I also said that I would like for collaboration to take place amongst myself and the students on brainstorming class rules.
ReplyDeleteA great activity to have for students when they are finished with their work is either computer time or a reading center where students can find a multitude of different books. I have found that these types of activities are quiet and actually benefit children.
CSEL:
At the meeting with Lisa's parents, you might want to discuss her behaviors by showing the parents evidence of the negative behaviors to show that you have taken data and that the behavior(s) is occurring often and is disruptive to other students. Also, at the meeting with Lisa's parents, you might want to suggest some type of behavior intervention plan to lessen or cease the negative behaviors.