“For students to be successful in inclusive settings, their classroom behavior must be consistent with teachers’ demands and academic expectations and must promote their learning and socialization with peers.”
~Salend
At my school we enforce a school-wide policy know as PBS plan (Positive Behavior Support). Teacher are strongly encouraged to highlight students who do the right thing in order to redirect hose who are misbehaving. All staff members also carry with them cub coupons. They are distributed to students who are “caught doing the right thing”. The coupons are later tallied and recorded on a bar graph that is displayed across from the cafeteria. The are prizes given when a class reach a certain number of coupons. For example, they may receive a pop corn party, extra recess, ice cream, etc. The only dilemma with this system is maintaining consistency amongst all teachers.
Last week at our PLC meeting we had a member from the PBS committee speak to us about consequences. One thing we talked about was warnings. Several of the students who are “known” for being good have found a loop hole in this system. They have discovered that they have one turn to “break the rules” before they are given a consequence. For example, they know that they will be given a warning the first time they talk in the hallways. The consequence comes AFTER that. This is something we are currently trying to figure out.
My CT does an amazing job making sure each and every one of our students feels welcomed and included in our classroom. For example, we have our students pictures posted around our main bulletin board as the boarder. We also make sure to include our student’s names when creating word problems in math. These simple tasks allow them to see themselves in the classroom. I believe if students see the classroom as their own and not just as the teachers then they will feel more motivated to care for it and to create a positive environment. I think this creates less behavioral problems and puts more of the responsibility on the students.
I am still trying to figure out the PBS system. Now that I am beginning to take over the classroom more, I am trying to use it more. I am calling on the students who are behaving appropriately and trying to praise the students who are quiet and doing what is asked. It seems to work some, but there are still a few I have to speak to individually about their behavior.
I also like how you CT is making your students feel more welcomed in the classroom. I actually just tried putting some of the students names into the word problems and hopefully it will make them more engaged. I know that when I had them measuring things that they were interested in then they were more engaged in the lesson.
Nice post Claudia! My teacher also puts in the students name into the word problems and I have noticed that this is something that students really enjoy. They like feeling like they are part of the classroom environment. My CT also makes students feel included by displaying their work around the room and also allowing them to make the classroom rules. Students feel invested in the classroom environment and want to make the classroom community better. I have also seen many students “look out” for one another. If students are supposed to be quiet and the teacher has alluded to handing out debits (our classroom consequence), students will tap others to remind them to be quiet, put their materials away, copy the homework, or other classroom duties.
It does seem however that the student I am doing my case study on is the one who is constantly reminded what to do, and students often become frustrated with the student when he is preventing them from doing what they want to do be it going to specials or lunch, going to recess, or even starting a test.
Claudia, I understand the consistency dilemma. But it is nice to hear that your teacher at least is doing her best work to include the students. While reading your post I was reminded of how my Ct motivates students. By making the classroom a learning environment, my teacher evokes strong work ethic and excellent behavior.
For example, if students are talking at the carpet when they shouldn’t be, she’ll simply say “Your talking is interfering with your learning.” When students misbehave in the hall, she’ll ask if that is helping the school be a place of learning. The kids are learning to only tattle on really disruptive behaviors, and have been really motivated to get the most out of their day (even to the point where they correct each other and say things like “How is this coloring sheet helping my learning?”)