Based on my classroom observations, as well as conversations with teachers, I have learned that classroom management is one of the biggest struggles for teachers. The focus of Chapter 9 “Classroom Interventions for the Chronic Behavior Problems” is on effective strategies for negative behavior prevention as well as immediate intervention. One of the main strategies for solving behavior problems long term is relationship building. When the teacher takes the time to know his/her students, and to build a strong relationship with them, despite their behavior, that relationship has a positive influence on not only the students interactions with the teacher, but also with other students. At a previous elementary I observed at they are piloting a behavior management program called “Conscious Discipline”. The core beliefs of the program circle around relationship building and personal accountability. The teachers talk about the effectiveness of these strategies. According to the teachers, the students want to succeed because they want to be a positive part of the classroom community. The connection I made is that the result of the relationship building is that students are holding themselves and each other accountable for their own behavior.
The chapter outlined four techniques for managing student behavior in chronic situations: self-monitoring, anecdotal record keeping, functional behavior assessment, and behavior contraction. Although each technique has its purpose and role within the classroom, self-monitoring stood out to me as being an incredibly effective, yet rarely used approach. This technique encourages the students to control their own behavior, which is the ultimate goal in any community of learners. In self-monitoring, the student and teacher discuss the desired behavior and then create a way to monitor that behavior using a checklist or rubric. The teacher begins by co-monitoring the behavior, but then slowly moves control into the hands of the student. As the student experiences success with self-monitoring, the monitoring tool is slowly removed as well. The ultimate goal is to build a habit of self-monitoring within the student so that he/she can demonstrate appropriate behavior in all situations. I personally see my collaborating teacher struggling with this approach in the classroom because she struggles with letting the student be so-called on his or her own. I believe it is important to teach them that responsibility and give them independence.
Overall, the techniques provided in this chapter are all beneficial and I feel that each is necessary at some point in time in the classroom. Each circumstance will require a different technique and it was good to be provided with the information to put into action. I enjoyed this chapter because I see many connections to the classroom and can observe all of them. At my school for instance anecdotal notes are huge. I actually am doing them during RTI to provide to the teachers of each student to track their progress. Like previously mentioned every situation needs a different technique.
The chapter outlined four techniques for managing student behavior in chronic situations: self-monitoring, anecdotal record keeping, functional behavior assessment, and behavior contraction. Although each technique has its purpose and role within the classroom, self-monitoring stood out to me as being an incredibly effective, yet rarely used approach. This technique encourages the students to control their own behavior, which is the ultimate goal in any community of learners. In self-monitoring, the student and teacher discuss the desired behavior and then create a way to monitor that behavior using a checklist or rubric. The teacher begins by co-monitoring the behavior, but then slowly moves control into the hands of the student. As the student experiences success with self-monitoring, the monitoring tool is slowly removed as well. The ultimate goal is to build a habit of self-monitoring within the student so that he/she can demonstrate appropriate behavior in all situations. I personally see my collaborating teacher struggling with this approach in the classroom because she struggles with letting the student be so-called on his or her own. I believe it is important to teach them that responsibility and give them independence.
Overall, the techniques provided in this chapter are all beneficial and I feel that each is necessary at some point in time in the classroom. Each circumstance will require a different technique and it was good to be provided with the information to put into action. I enjoyed this chapter because I see many connections to the classroom and can observe all of them. At my school for instance anecdotal notes are huge. I actually am doing them during RTI to provide to the teachers of each student to track their progress. Like previously mentioned every situation needs a different technique.