Reflection Journal 7

Reflection Journal #7

Impact of time

            Engaged time is critical to teachers.  Each class period is approximately 45 minutes to an hour.  In that time frame, engaged time is the how much time is spent learning (Slavin, 2018).  Unfortunately, Karweit and Slavin estimate students are engaged 60% of the total time allowed for the class (2018).  This other 40% accounts for field trips, standardized tests, pep rallies, sharpening pencils, starting class late, etc.  To help prevent loss of time, the educator should utilize any down time to make it an engaged time.  If you are waiting for a door to be unlocked, etc., you can practice math facts or discuss the novel even more.  While it is not an activity on the board, the teacher is still keeping the class engaged and thinking. 

            Another important way to not lose class time is to start class on time.  The teacher can have rules about being in his or her seat and ready to learn by the time the second bell rings.  The students know the expectations and can face a consequence if they are late.  Also, working bell to bell is another great way to use all class time.  If you stop teaching before the bell rings, that is lost time.  Even if it is 10 minutes early, that is almost an hour a week that precious time is lost.  Preventing interruptions is another way to help prevent lost time.  A simple sign that says learning in progress is a great way to deter visits that are not necessary at the time.  Whomever is visiting can come back later or during the planning period. 

            In addition, having a routine is perfect for not losing instructional time.  A routine also goes with having set rules.  If a student knows to have pencils sharpened before class starts and be ready for the warm-up before the bell rings, class can start on time.  Another part of the routine can be to routinely model and re-teach positive classroom behaviors.  If this is done and students know expectations, the teacher will spend less class time on discipline.  If a student forgets a rule, simple nonverbal cues can re-teach an expectation without using class time.  For example, if a student talks out, the teacher can raise his or her hand to show the student the expectation.  If students is talking, the teacher can simply put a finger to his or her lips to show the students they need to stop talking.  By using nonverbal cues, the teacher is able to continue teaching without using valuable class time. 

            However, Slavin states the best method to utilize class time is to teach engaging lessons (2018).  If a lesson is engaging, the students are more likely to stay focused on the task and exhibit higher levels of learning.  If a lesson is boring, the teacher will lose the students to daydreaming, and time is lost.  Transitioning from activity to another should be done quickly and all at once to not lose time.  However, too much time on task does not increase student achievement (2018).  While engaged time is important, there needs to be a time where students need to for independent practice.  If the entire is class period consists of creative time and focus, the students will be mentally exhausted to complete a simple worksheet.

Classroom management

            Classroom management is an integral part of teaching.  At the beginning of the year, class rules and procedures need to be setup.  Including the students in the creation of the class rules is a great way for the students to feel like they are part of something and have a bigger desire to succeed.  If a teacher creates the rules on his or her own, the students do not have a buy-in.  They may question why they must follow the rules instead of having the feeling of ownership.  At the same time, respect is crucial for a positive classroom environment and classroom management.  Without respect from the students and the teacher, the classroom will not be a happy place. 

            When an educator must deal with behavior problems, the simplest intervention should be used.  The goal is to correct the behavior in a way that is effective and does not disrupt the class (Slavin, 2018).  The best method is to be proactive and prevent behaviors.  This can be done by creating meaningful and engaging lessons, keeping students on task, and using the class rules.  Another simple method is nonverbal cues as discussed before and moving closer to the student.  While some methods even those that are the simplest can be perceived as negative, praise is a great way to cut down on negative behaviors.  When a student is given positive feedback, he or she may realize that they like that attention better than the negative attention, or the teacher can praise a student who is modeling appropriate behavior and the student that is demonstrating negative behavior will decide to follow his or her peer’s example to get praise. 

            Sometimes nonverbal cues will not work.  If a nonverbal cue does not work, try to keep the redirection positive.  By being positive, the students are more likely to respond better, and a positive statement communicates “positive expectations” (Slavin, 2018, p. 282).  Be mindful of repeat behaviors.  Sometimes those behaviors can be a student wanting to engage you to avoid work.  Most of the time, nonverbal and a redirection will work, but other times, a student will not stop the negative behavior and a consequence is needed.  For minor behaviors, the consequence should be short, unpleasant, and given as soon as the behavior occurs. 

Student misbehavior

            Although some behaviors can simply be handled by nonverbal cues or a quick redirection, there are some that are more severe and require more than a nonverbal cue or short statement.  Most of the time the cause for the negative behavior is attention from staff or peer or work avoidance.  Some students feel that any attention is good attention even if they are getting yelled out.  If a student desires teacher attention, a teacher should ignore the negative behaviors to extinguish them and give praise when a student is modeling the desired behavior.  For instance, if a student constantly yells out, when he or she is quiet, tell the student that you like how quietly he or she is working.  When a student wants peer attention, the teacher can stand next to the student exhibiting the negative behavior or encourage students to ignore the negative behavior.  The student wanting peer attention will stop. 

            When a student wants to escape work, he or she may act out to avoid the work or any other undesired activity.  The student will ask to go to the restroom, get a drink of water, see to the nurse, get something from his or her locker, etc.  There are several ways to extinguish this behavior.  The first to create engaging lessons that keep a student focused and engaged.  The next method is to allow a student the desired activity at the end of class. 

Behavior management

            At times, a behavior plan will need to be put in place for a student.  In order to create a behavior plan, the target behavior and reinforcer must be identified.  When the target behavior has been identified, there must be a baseline.  The baseline can be as simple as counting how many times the behavior happens in a class period.  The reinforcers need to be identified as well.  Slavin (2018) states the next step is to select a punishment, but my school does not have a punishment as part of a student’s behavior plan.  For our students’ behavior plans, we focus on the positive and what the student can earn.  Over time the frequency of the reinforcement is reduced as the students exhibit positive behaviors.

            Besides using a behavior plan, there are other ways to monitor behaviors.  The first is home-based reinforcement.  Parents keep track of their child’s behavior.  The student can earn stickers or stamps to earn a larger reward when he or she gets to a certain amount.  Another method is daily report cards.  This is something the teacher sends home daily, so the student’s parents know how his or her day was at school.  Group contingency is another form of monitoring behavior.  With the group contingency, all students are accountable instead of only one student.  By creating a group contingency, the one student who acts out may be pressured into modeling positive behaviors by his or her peers.

Prevention

            The first step in preventing unwanted behaviors is to identify the cause of the behavior. 

There are many reasons students will present unwanted behaviors.  It could be attention because they are ignored at home, the work is too hard, etc.  The rules and expectations should always be enforced.  If one teacher does not enforce the rules, the student may act out in all classes expecting the same response from all teachers.  Before talking to someone about creating a behavior plan, classroom management strategies should be presented first.  The strategies may be a simple enough method that works.  If this does not work, the next step is to contact the parents.  The student’s parents may wish to create a behavior plan at home and reward the child for positive behaviors at school.  Unfortunately, this does not always work, and the school may need to create a behavior intervention plan (BIP). 

            Another reason for the negative behavior could be that the student is bullied.  The student is acting out as a response.  To help counteract bullying, teachers should talk to all students.  If a student reports a bullying incident, it should be taken seriously.  The teacher or principal must talk to the student who is bullying others.  There should be an anti-bullying program in place.  If nothing exists, there should be a school committee to create one for the school.  Teachers should watch students to see if students are being bullied, and there should be appropriated consequences for bullying.  When a consequence is needed, it should be brief and appropriate.  Students should not be out of the classroom and missing instruction for extended amounts of time.

Reflection

            This chapter was close to my heart.  Working with students who have emotional behavioral disorders (EBD) is not always easy.  Finding interventions that work can be difficult because sometimes students do not care.  However, classroom management is everything.  The lessons should be even more engaging than those of a general education setting.  There should be some sort of buy-in for the students besides grades because sometimes, the students do not care about grades. 

            Regarding the behavior plan that Slavin mentioned, I disagree with having a consequence.  It should not be built into a student’s behavior plan.  The BIP is meant to eliminate behaviors not give a consequence.  A proper behavior plan will contain supports, interventions, and positive reinforcers.  If a student is not exhibiting positive behaviors, then the teacher will give an appropriate consequence.  The purpose of the BIP is to show a student what is expected of them and what he or she can receive when the desired behaviors are presented. 

            As stated, multiple times throughout this chapter, the first step in behavior management is classroom management.  If a teacher has good classroom management, he or she will see less behaviors.  However, a student may be having a bad day, forgot to take his or her medicine, fought with parents, is sick, etc.  There are many variables that can cause a student to have a bad day, but those instances are few unless you work with a special population of students.  Even though there may be a student who uses any excuse to show negative behaviors, it is our responsibility to have good classroom management, high expectations, and engaging lessons for our students.  If a teacher does not provide engaging lessons, the students will be bored and more likely to act out. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.       Retrieved May 30, 2020.