Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Artifact 3 - Student Interview

Artifact 3 - Student Interview

|Views: 59|Likes:
Published by embry44

More info:

Published by: embry44 on Mar 29, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





Artifact and Reflection FormName
: Tiffany Embry
Artifact number
: 3
Title of artifact
: Student Interview
Course number and name
: MAT 723 Action Research
Type of artifact:
Interview with student
Write a brief description of the artifact
The student interview was conducted after each student was calmed after a crisis incident. Thefollowing questions were asked and documented. At the conclusion of the interview, I analyzedthe information given and created suggestions of interventions that were conveyed to the teacher or personnel responsible for the student. I have provided a list of suggested interventions.Student Questions*This is the basic list of questions. If additional questions were asked, they were documented.1.Tell me what happened?2.What happened before you lost control?3.How were you feeling?4.How can we avoid this type of behavior?5.What can I do to help you?Sample interventions1.If student seems as if they are going to lose control, walk away ~2.Do not engage in a power struggle.3.Give the student wait time to calm, before pushing.4.Do not threaten a referral to the principal.5.Stay calm, the students’ behavior is their own choice.6.Ask the student into the hallway, do not provide an audience.
Professional and/or Learner Outcomes Represented by this ArtifactRelate this artifact to your listed professional and/or learner outcomes.
Professional Outcomes
2. The number of out-of control behavior incidents requiring SCM will decrease.Success Criterion: Reduce students requiring SCM to 2 of 10 behavior incidents. Planned Artifact: Data Collection Spreadsheet, SBRT forms (district forms)
The student interview allowed me to get to know the student on a personal level. With mostrepeating students, I was able to use the trust gained in the first interview to keep thestudent from escalating to the point of needing to be physically managed.
Learner Outcomes
1. Student who is verbally aggressive will de-escalate before teacher is required to use SCM Success Criterion: Student will de-escalate within 3 minutes of teacher intervention. Student will be able to participate in the behavior interview. Planned Artifact: student interview, data collection, behavior incident logs
From the student interviews, I was able to use the trust and understanding gained from previous interviews to de-escalate the student. The interviews also allowed the classroomteacher to assist the student in regaining composure so that I was not called to assist.
2. Student who is physically aggressive and requiring physical restraint will de-escalate.Success Criterion: Student will de-escalate within 5 minutes to the use of SCM.Success Criterion: Student will de-escalate within 5 minutes when SCM is used. Planned Artifact: student interview, data collection, behavior incident logs
From the student interviews, I was able to use the trust and understanding gained from previous interviews to de-escalate the student. The interviews also allowed the classroomteacher to assist the student in regaining composure so that I was not called to assist.
Report of Outcomes Attainment
Once I began the student interviews and started to train my colleagues, I found that I was notcalled to assist. Many of the students were being de-escalated by the classroom teacher beforethey reached the threshold of being out-of-control. The student interviews allowed me tounderstand what the students was feeling at the time of the incident and provided the opportunityto address the situation with the classroom teacher or JCPS personnel so that the behavior intervention plan could address that situation and reduce the duplication of the occurrence.
Reflection on the process
What does this artifact demonstrate as far as your learning?
This artifact demonstrates my ability to look at a situation first objectively, thensubjectively. I first analyze the numbers, as shown from artifacts 1 and 2. Next, Ispeak with the student and get a subjective view of the incident. The combinationof these things has allowed me to become more efficient in my dealings withstudents who are in crisis as well as to reduce those numbers.
What does it represent in relation to the changes you have made in your classroom?
This artifact has made me listen to students. It required that I really hear whatthey had to say. I discovered that before I was viewing what the students weresaying as excuses for their behavior. After 
listening to I discovered they just wanted to be heard.
Describe why you chose this artifact.
I chose this artifact because I wanted to show that I conducted my research frommulti-levels. The first two artifacts that were chosen focused solely on the data.They left out the emotion. This artifact shows that the humanistic level to myresearch. It demonstrates the positive behavior supports that were put into place.
Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes.7. Candidates apply quality principles of leadership, including skills of effectivecommunication, collaboration, and motivation to shape, change, and improve the learningcommunity
Denton states, “if students do not feel as if they are being threatened or confronted in a negative manner the response from the student is morelikely to be a desirable response of de-escalation” (Denton, 2008). Iused this quote when speaking to teachers in my building about howavoid crisis situations. This project has allowed me to use myknowledge to help other teachers, which in turn helps all students.
What does this artifact demonstrate about you as a teacher? Link what you found to the NBPTS Core Propositions5. Teachers are members of learning communities.
As stated above, I communicated and collaborated with other teachers inmy building to create successful behavior intervention plans for students.These plans were possible because the student interviews allowed me tolearn what is of value to the student. It also allowed me to get inside of the students head and learn the valuable skills necessary so that the crisissituations can be significantly reduced.
Anderson, C. M., & Kincaid, D. (2005). Applying Behavior Analysis to SchoolViolence and Discipline Problems: Schoolwide Positive Behavior Support.
 Behavior Analyst, 28
(1), 49-63.Denton, P. (2008). The Power of Words.
 Educational Leadership
, September, 28-31.Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). ReducingBehavior problems in the elementary school classroom. IES practice guide.
What Works Clearinghouse,
Jones, V. & Jones, L. (2007).
Comprehensive classroom management.
Boston, MA: PearsonPress.Long, N.J., Morse, W.C., Newman, R.G. (1980).
Conflict in the classroom
.Belmont, CA: Wadsworth Publishing Company.Myles, B.S., & Simpson, R.L. (1994). Prevention and managementconsiderations for aggressive and violent children and youth.
 Education &Treatment of Children
, 370-384Reiss, S. (2005).
 Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific Issues. [References]
(Vol. 28): Behavior Analyst.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->