106 Assignment 2

I think the first step to responding to any of the four types of misbehavior is identifying the behavior type and getting to know the student better. For some of my students, I can't really tell which type of misbehavior is going on with them and I hope that by talking to them, observing them in different environments (on the playground, at lunch) and meeting with their parents will help me figure out where their misbehavior is coming from.

It seems like the best way to address the attention-getting types is to talk with them about the rules and consequences one-on-one, maybe at the beginning of the day and try to establish a mini-behavior contract with them. That way, they understand in advance what their interruptions are going to cost them but by talking it over with them in private every day, you don't have to constantly be giving them more attention than they deserve. I could could establish a nonverbal signal or look with these students and make sure that when they misbehave I simply tell them to move their clip down without turning it into a giant argument in front of the class. I also can make sure I am giving the student plenty of good attention, when their behavior is good and by calling on them just as much as the other students as a way of letting them know that I do recognize their presence and contributions to the classroom.

Dealing with the students needing control seems easier--if they have responsibilities at home and can't handle not being the one in control at school, I should give these students regular jobs in the classroom so that they can feel needed and take responsibility for something. Right now, my classroom job system is a little random and disorganized and I should probably mix it up so that the same students aren't always doing the jobs around the classroom and everyone has responsibility for something, no matter how small. Also, I think phrasing behavior modifications as choices to these students could be effective by making the student think that they have some power in deciding what to do.

I laughed a little to myself when I read the paragraph about bored students... "they may also randomly hit a classmate simply because they cannot think of anything better to do, or because they would like to inject a little excitement into their day." By improving my delivery and always using a variety of instructional techniques and checks for understanding, I can ensure that students are engaged and always ready to provide an answer. I use my name sticks almost every time I call on students, and I hope that this keeps most of them on the ball. By moving around the room, using pair-shares or keeping my students moving from carpet to desks to independent time to wander the room will hopefully help activate the minds of these bored students.

The fourth behavior type seems the most difficult to deal with. I definitely have some students who feel that they just can't do LEARN position all the time, as well as students who feel academically inadequate and just don't know how to measure up. I need to make sure to constantly remind these students of their capability by praising them when they demonstrate the right behavior and not constantly point out the individual when they don't get it right. I have one table group in my morning class that can never get their materials out or put away at the same time as the rest of the class-- it's like they're on a different planet and they only follow when the rest of the class is already ready and they finally notice when they're behind. A couple of days this week I've wandered over to their table and said something like, "What's going on here? Every time I tell you to put something away you guys are always the last to follow my directions!" I think my comments like these are only reinforcing the fact that they can't stay on task with the rest of the class. I should instead make sure to repeat the directions one time just for this table, and let them know that I think they can be the first table to put away their stuff and prove me wrong. I have another student that definitely falls into the "class clown rather than the class dummy" category. I didn't even notice how far behind he was until I saw the behavior reflection I made him write for me when he got to red--the lowest level on the behavior chart. I had been focusing so much on his behavior I didn't realize that his writing was at the level of a first grader. I need to set higher expectations for his behavior and give him the academic support he needs so he feels like he doesn't have to act out just to avoid the fact that he can't do the work.

No matter what the behavior type, I feel like the home visits are really helping me get to the bottom of my students' unique behavior challenges. I learned that one of my students who always gives me attitude has been treated for ADHD in the past but is now off his medication. He's switched to a new school and even though his focus is better than before, he is still frustrated often. Learning about students' families and their siblings is also extremely helpful in figuring out what kind of behavior modification they'll respond to and how they deal with authority. It seems daunting right now, but I hope that I can try to apply the things that I've written about this week to improve my classes' behavior overall.