The past few weeks I have been implementing a BIP for my case study student and I have already been encouraged by the results (while subtle) that I am seeing. As prior posts state, my case study student struggles with defiance behaviors. It is difficult for him to stay on task and complete work, particularly if it requires writing. He is very capable of the work and likes to work independently but has difficulty completing assignments right when they are given.
To help monitor his behavior and ability to complete assignments throughout the school day, I created a chart that we have been filling out together at the end of each school day that asks the question: what was I able to accomplish during this time? (each subject/daily activity is listed) He verbally tells me what he was able to do during each subject and activity, as I dictate for him, and then I tell him what I saw throughout the day (write down in comments section of the chart). I offer praise and also constructive criticism on behaviors that I saw throughout the day. I ask him about the behaviors I saw and we discuss what happened in these situations and how we can improve upon them.
As incentive and reward for improve behavior and increased work completion, my case study student has the opportunity to receive more independent contract work that he completes on his own and turns in altogether on a certain day. He also is given small rewards including being able to hold the door for everyone (one of his favorite things to do).
Just in the few weeks of implementation, I have seen a much happier side of my student shine through. He has been smiling and laughing more and accomplishing more things concerning his schoolwork. There is still much more progress to be made, but I am encouraged by what I already see.
I really like that you have the student tell you the answer – a student that struggles with writing will struggle with writing down reflections (which is my main criticism of the discipline system that is at the school… but they’re working on that part) and that the student can verbalize what THEY think they did wrong or right and you can agree or disagree with them. I think that is the best form of reflection. Getting the students to explain in their own words what they think they did and then having a conversation with the teacher.
As far as the rewards – I don’t know what it is but students LOVE to be the door holder!! Atleast in my class… anyways… I think those are great rewards for the students. They’re not candy or little presents but something that is meaningful to them (holding the door) and educational (the extra independent work).
P.S. I love teaching your class
By: Anna Toone on April 18, 2010
at 9:10 pm
It has been interesting to read your blog about your case study and classroom management and then teach your class. You have such a difficult and challenging class and it’s really neat to be able to read your thoughts about it while I have my own opinions on the class. You told me the other day who your case study student is and I read about how the student was at the beginning of the year and WOW! The student that I have in my science class is NOTHING like the one that you described at the beginning of the year and I think that says a lot about how your intervention is going
Your case study student was incredibly interesting to me as you talked about his behaviors in the blog because I didn’t know who the student was and to be honest – I actually thought it was a different student based off the experiences that I have in the science class that I am teaching your class. There are a few students that fit into the mold that was created on your blog and the actual student you were using did not (in my class anyways). They always walked into the class, smiling, happy to see me and do the activities, and they were very positive during the lesson – again… saying a lot about what you were doing with the student. I really liked that you took his strong desire to be independent and have privileges and used that to motivate him and hold him accountable for his work. You did a lot of research on him and his motives and you played on them. Students are always motivated by something (whether it be pleasing their parents, teachers, peers, or if it is food or extra recess time) and in order to really reach the students you have to use what motivates them and use them as incentives which I see you have done a really great job of and it has really worked well!
I relied heavily on your blog and our talks about your class and your management strategies before I took over teaching the class. Almost of all of the readings that we did, I sat there and thought – well that happens in Anna’s class and that happens in Anna’s class – and almost every student that they talked about in the readings related to one of the students in your class at the time and I could see them doing those exact actions and responding to things in that exact same way. I would think about how I might handle those situations and then I would get to read about your reactions to these readings/students in the blog and see how you actually handled the situations. I have really enjoyed reading your blog and your thoughts on these articles that apply to your actual classroom. I have learned how you would handle situations similar to those in the readings and seen you apply them successfully to your classroom, and I have been able to apply both the strategies that I learned from the readings and from your experiences in the classroom that you have posted on your blog!!!
By: Anna Toone on April 25, 2010
at 1:41 pm
Anna,
Through working with you this semester, I have come to realize how difficult it must be sometimes to teach your class. I know you have a lot of behavior difficulties, and reading all of your blog posts have helped me to come to an even further realization of this. I think that a lot of the strategies you have noticed and begun to use are excellent, and I also want to offer a few more ideas you could potentially use.
First of all, I think that you are definitely right in thinking that preventative measures such as classroom community are a big help. I think that the conversations you and your CT have implemented that gets students talking with each other and working things out also works well, because it helps them learn empathy and how their decisions affect others and not just themselves. Secondly, I think that your BIP for your student is a great strategy. Not only does it allow him to see his progress and to visually and tangibly have a reference that shows him how he is behaving, but the fact that you are willing to put in the time to help him grow and to show him areas he needs improvement on in and of itself probably makes him more compliant because he sees that you care for him. I think a lot of times, teachers and parents worry too much about making kids not like them or controlling them too much. However, often, when children don’t have discipline they realize that it is because no one cares about them (including their behavior). Sometimes defiant children who we may think providing rules to would make more angry actually can become more compliant because of having rules and behavior monitoring in place, because they know that someone cares enough about them to make them do the right thing and to keep track of how they are progressing.
One suggestion I could offer as far as non-compliance in terms of writing is to try to think about something the student would really relate to and is interested in and asking him to write about that. Often times, I think that we can restrict students when we give them assignments that are too specific, so maybe you could try giving the students who have a difficult time producing work a broader range of ideas to choose from, as long as they are still using the style or elements that you are grading them on.
From your blog entries, it seems like you have been doing a great job reflecting on the behavior in your classroom, and have found some different strategies that really seem to be working!
By: michellepaisley on April 25, 2010
at 4:38 pm