In chapter 7, according to Woolfolk (2019), positive behavior supports can help students with disabilities succeed in inclusion classrooms. Last year when I was working in the second-grade classroom, the student I was working with a binder. In the binder, there were charts, superhero tokens, tasks, rewards for him to choose from. This particular student was rewarded superhero tokens based on his behavior and completion of his work. As the year went on the level of difficulty progressed. For example with his assignments, he would have to complete 5-10 problems, depending on the subject, instead of one like at the beginning of the year. He would also have to earn more superhero tokens as the year went on for his reward. For example, at the beginning of the year, he only needed to receive 3 tokens to receive his reward at first then it progressed to 10 tokens but it took a little more to receive those tokens. Some of the rewards he was able to choose from was helping make copies, going for a walk/searching for "bears" throughout the school, watch a short youtube video, and a few others. These were all things that he enjoyed doing, so it encouraged him to complete his work and receive the tokens. This is not only good for students with special needs but also for general education students. Woolfolk (2019) states that "research shows that disciplinary referrals decrease when the whole school uses PBS (Positive Behavior Supports) approaches for all students, but the improvement is especially evident for students at the greatest risk for behavior problems (Bradshaw, Waasdorp, & Leaf, 2015)."
In chapter 13, as Woolfolk (2019), states "The aim of classroom management is to maintain a positive, productive learning environment." She breaks it down into access to learning, more time for learning, management means relationships, and management for self-management. Access to learning explains that each activity has its own participation rules in the classroom. With this as a teacher at the beginning of every year and each activity, you must clearly state the participation rules so the students understand their expectations. For example, during a math lesson, students are to answer at least one math problem so you, as the teacher, understand that each student is understanding the content that is being taught. More time for learning will allow you to cover the necessary content that needs to be taught instead of spending it on transition or any other nonlearning situations. For example, if the lesson you are about to teach requires a handout, pass it out as the students are transitioning into their next subject and getting their required supplies and putting away what is not needed. Instead of waiting for the students to get situated and then passing out the handout. Management means relationship, as Woolfolk (2019) states, all students should feel emotionally and physically safe in the classroom. Beyond that, they should experience respect and caring. You as a teacher need to build a positive rapport with your students right from the get-go, so they can feel and experience all of this. I agree with Woolfolk when students feel and know they are supported and cared for by their teacher(s) and peers, they will tend to participate more during activities. Management for self-management is a system to help guide the students to become more independent and manage themselves. As Woolfolk (2019) explains, "Encouraging self-management requires extra time, but teaching students how to take responsibility is an investment well worth the effort." She continues to state "if you teach your students to manage their own behavior and learning, you should have fewer management problems, less stress, and more time to teach, which would support your growing sense of teacher efficacy. With teaching students self-management and responsibility, it helps the students when it comes to them working independently as they get older and continue on in school. This I feel is a major topic, especially with elementary and Jr. High students. I will implement this system into my classroom to aid in the success of my students and they continue their education.
I hope to work with the older elementary students, so these topics will help build my classroom and make it successful. It will also aid in the management of my classroom.
Woolfolk, Anita. Educational Psychology. 14th ed., Pearson, 2019.
I enjoyed reading your post and the examples you included. I find it helpful to learn about how other teachers implement reward systems. In our post you mentioned that one of the rewards earned by a student was making copies. I am all for giving these types of reward because at the same time the student finds it enjoyable and is a task. I have a student who loves cafeteria trays. If he completes his work in the class prior to lunch, he can bring the food tray back to the kitchen after he eats his lunch.He is developing skills such as communication, independence and social skills. He also enjoys saying hello to the kitchen staff.
ReplyDeleteIn your post you also talked about classroom management and teacher-student relationships. These are extremely important for teachers! I think building a strong rapport with your students is a main factor in having a successful year! I recently began working summer school.While we are helping the students with transitioning to a new school, my main focus is building relationships with my new students. I am seeking out their interests and prior knowledge. In addition identifying their frustrations and struggles.