Update on Case Study April 11, 2010
So far my case study has been going well. I have collected a lot of information on my student Michael. He is now being referred to SST so hopefully next year he will be receiving extra support in the classroom.
Things have been going great with his tutor, which is one of my best friends. She informs me that he works well with her one-on-one. Sometimes he can by hyper but we discussed the possibility of having her work with him outside while they do some kind of movement like shooting hoops. He needs some type of activity that will release all his excess energy so his mind can concentrate.
He went on a trip to Washington D.C. with his group Boys in Action. Upon returning from the overnight field trip the teacher who went with him informed us how he was concerned for Michael safety. His hyperactivity has reached a peak and I hope to refocus him again and lead him down the path we were going down earlier.
We have tried contacting his mom multiple times and have not been successful. I believe she is very hesitant because in previous years she has been bombarded by negative comments on his son’s behavior by teachers. Our team in the past has done a wonderful job not highlighting the negative. Instead, we try to find commonalities from home and school in order to see how we can work together. Our school social worker has taken the next step to post a note on her door that we would like to meet with her.
I look forward to seeing how he progresses within my last few weeks of student teaching. Hope everyone has a wonderful last 2 and a half weeks!
Culturally Responsive Classroom Management April 4, 2010
This article immediately stood out at me because whenever I think of being culturally responsive I think of teaching, not classroom management. I am currently student teaching in a dual language class so I have a diverse classroom. However, at my school we have a very strong Burmese population.
The story about how the first year teacher Nicole, a European American teacher, responded to a conversation or dispute going on between two African American students was mind-opening. What may seem like a verbal argument to an outsider may really be the way a culture converses. This makes me think about how I may perceive things in my own classroom.
Two questions mentioned in the article that made me think are:
“1.Do effective strategies vary depending on the particular cultural group involved? (For example, is effective management in classes of African American students different from effective management in classes of European American or Latino students?)
2.. What approaches are most appropriate when students in one particular classroom come from a variety of cultural backgrounds? Is it feasible for teachers to vary their management strategies and ways of speaking to accommodate students from different backgrounds?”
One way to prevent a mislead reaction would be to not only get to know the students in your class, but also get to know their about their culture. I would suggest everyone read this article because it was very informative and useful. Enjoy!
Case Study Update March 21, 2010
Since my last post I believe I have made a lot of progress with Michael. He has been struggling during Spanish and his teacher has been getting frustrated with him. As a team we brainstormed about getting him a tutor to pull him out during Spanish to work with him one-on-one. Immediately, I thought of my best friend. She wants to teach abroad in Spain and she has the patience of an angel. She came in on Thursday this past week to meet him. He was really excited about meeting a friend of mine. They had lunch together, and then he took her out to recess. I think they formed an immediate bond. He was so calm with her and excited to show her around. She’ll volunteer with him twice a week and I really hope this will make some kind of an impact. I am truly passionate about helping Michael and I want him to be successful.
He has had a few incidents occur these past few weeks that have set him back. However, working with stickers as a positive reinforcement has been working surprisingly well. He always asks me to give him a sticker.
A funny story I have about him is last week during our learning lab I got distracted by a little girl who was acting out. I turned around to look and then I turned back to look at him and reminded him to stay focused and he called me out. He said something like “Ms. Saavedra you aren’t focusing either.” I tried not to laugh but he caught me off guard with his behavior. He sounded like me. It kind of took me aback and put me in his shoes.
I’m kind of nervous that being on Spring Break in a week is going to undo everything I’m worked so hard for with him. I’m crossing my fingers that everything will work out 🙂
Specific Behavioral Challenges March 7, 2010
I have decided to switch case study students since last week. I got to thinking and have chosen to go with Michael (pseudonym). I have been working one-on-one with Michael for the past few weeks. He has a severe behavioral problem and I have grown passionate about helping him, which is why I decided to work with him.
He fits the profile of “Disruptive Behavior” student in the reading. He finds it very challenging to stay focused and on task. He’s constantly moving around, hiding under the desks, and playing with objects. We have had multiple specialists come observe him and tally how many times he has been off task.
I agree with the article when it says that negative behavior can be positively reinforced by other students. For example, when he acts out some of the students used to laugh with him. Therefore, encouraging the behavior. Now, I believe students are starting to resent his behavior because it has gotten very disruptive, causing him to feel down on himself.
As a PLC we have discussed ways we could support this student. We believe he may have ADHD. Therefore, I plan to implement the 3 step strategy for self-management mentioned in the article.
1. say “Stop I don’t like that.”
2. try to ignore the objectionable behavior
3. report to a responsible adult if steps 1 and 2 didn’t work
I hope these steps will help him progress in a positive matter. Currently the tactics I have been using have show a bit of progress in his behavior. I hope to help him succeed even more.
Case Study thus far… February 21, 2010
The student I choose for my case study is a female student in my fourth grade class. Fabiana, the pseudonym I assigned her, is a sweet young girl of Hispanic descent.
I have been keeping track of her progress by jotting down notes on post-its and sheets of paper. A few of the challenges I have encountered thus far is writing down notes while I am teaching. Another difficulty is only seeing my student half of the day. Since I teach in a dual language classroom, we teach science, math, writing, and wordwork (vocabulary) for the first half of the day. Then my classes switch and they take social studies and reading in Spanish and we reteach the same subjects over again.
One huge improvement my CT and I have noticed about Fabiana is her motivation to do school work. She used to come into class tired and it took her a while to get the day started. Now her father has informed us that she has been going to bed early and I believe that has made the BIGGEST difference in her academic life.
Fabiana is an interesting student to conduct this cases study on because she is not the typical misbehaved student. What we are working on is motivation and dedication. I look forward to seeing her progress throughout the semester.
Creating a Classroom Environment that Promotes Positive Behavior February 7, 2010
“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.”
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.