Alicia Santiago Behavior management plan Dr.

Byrne December 2nd 2013

Table of Content Part One Interview.Page 2 Comparative Essay..Page 3 Frequency and Duration Count...................................Page 5 Part Two Philosophical Statement..Page 7 Part Three Which theory can I identify with? ..........................................................................................Page 9 Part Four TechniquesPage 10 Part Five Bullying.Page 12

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Part One Section A: Interview and Comparative Essay Mrs. Bloome (kindergarten teacher) Q: What is your behavior management plan? I use hole punches on cards. One card has a total of twenty punches the other has five. Once a child gets all their punches they get five minutes in the prize box. Q: Why do you have two different cards? Since our class is inclusion some children need prizes more often. The children who have more problems following directions and staying on track need more reinforcement. Q: I see Jay has an additional plan. Can you tell me about that? Yes with Jay the five punches and prize box alone are not enough so Mrs. Mikelson made her a mini binder with special prizes she can work towards like the iPad, a sand box and other prizes. Q: Are the hoe punch cards effective? Most of the time yes it is effective. Sometimes we do notice a few children act out because Jay's plan is so individualized. She can get a punch for sitting down for a few minutes while with others it is much harder to get a punch. Mrs. Knorr (3rd grade teacher) Q: What is your behavior management plan? I use a "goal chart" and Class Dojo together. The chart has six sections equivalent to the stoplight some teachers use. Everyone starts at goal; if they stay at goal they get one point on dojo at the end of the day. If they move up to home run its two points and touchdown is three points. They can move down as well. If they move to foul they get a warning and loose one point. The next step would be moving down to out of bounds which would be a note or phone call home and the loss of two points and the final level, out of bounds is detention which we started this year and they will lose three points on Dojo. Q: Is there prizes given for a certain amount of Dojo points? Yes each child can earn an individual prize like stickers erasers and other things for each fifty points they earn and each time the class as a whole passes a fifty point mark we have a class prize like movie day or pizza day. Q: What is effective about either the chart or Dojo? Dojo allows the parents to be involved. They receive a weekly email about their child's progress. The chart is visual so it allows the student's to see where they are. Q: What is ineffective about either the chart or Dojo? I haven't had any problems with Dojo since have started using it. I do have one parent who constantly emails me questioning why their child has lost a point. Last year I had the chart and I had to take it down because a group of girls were purposely moving down the chart to seem "cool". So I just had to get a feel for what works for the group. Every class you have is different so just feel it out to see what works and doesn't.

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Being placed in both third grade and kindergarten on the same day this semester was certainly a challenge. I was able to see both ends of a certified early childhood educators placements. While the kindergarteners needed the help of their teachers, third graders were very independent and needed little help. So leaving the kindergarteners each afternoon at twelve to travel to the third grade class was very hard. In kindergarten I was very much involved, while in third grade, my help was not needed nearly as much. Although there was such a gap between independence, both grade levels understood discipline equally. In kindergarten, the teachers were not allowed to use anything negative as a means of behavioral guidance. Instead they could only use positive reinforcement. The hold punch system Mrs. Bloome chose to use was effective from what I could see except for when it came to one more observant student. In our class we had a girl named Jay, who was in the process of being classified for having serious behavioral issues. A girl named Ziah often watched Jay receive hole punches for the simplest tasks like writing her name or raising her hand once. Seeing this, Zaiah began to do the things Jay did, like run and hide under tables so that her twenty hole punch card could be replaced with a five punch card and she would be rewarded more often like Jay was. Mrs. Bloomes behavior management plan was losing its effectiveness. Jay was very disruptive also despite her more individualized plan. She controlled the room daily and ran out the building around the outside of the school on several occasions. Due to Jay hollering and running around the classroom, the class often had to be moved into the hallway for their safety. They actually had lessons sitting on the floor in the hallway instead of on the rug in the classroom. In third grade however, Mrs. Knorrs plan was working perfectly. From Mrs. Knorrs computer everyone can hear when points were given on Class Dojo. As soon as the students heard that sound they would instantly stop talking and fold their hands. Mrs. Knorr also made the

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children move their own clothes pins up or down her goal chart. You can tell they hated moving their names down since they would walk slower with their heads down. When she gave them permission to move up a space they would rush over and move their clothes pin proudly. In final consideration, in third grade there was order. Mrs. Knorr had complete control over her class. On the other hand, Jay rules the classroom in kindergarten. There is a teacher, a special education teacher and two aides in that one room with about nineteen children and Jay has the upper hand. Her individualize plan worked for the first few days. Having an inclusion classroom made things harder for Mrs. Bloome. Her behavior management plan would have worked if everyone had twenty hole punch spaces and had equal chances of getting prizes.

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Section B Frequency and Duration Talley Sheet for Frequency of Behaviors Entire Class Calling out during lessons Date Starting Time Ending Time Talley of Observation 10/23/13 10:00 AM 10:45 AM Girls Boys Xxxxx xxxxx Xxxxx xxxxx xxxxx xxx xxx

Total Count Girls Boys 18 13

Talley Sheet for Frequency of Behaviors Students Name: Aiyanna Students Behavior: Paying attention to Ms. S instead of Mrs. Knorr Date Starting Time Ending Time Talley of Total Count Observation 10/23/13 1:00 PM 1:45 PM xxxxx xxxxx xx 12 Talley Sheet for Frequency of Behaviors Students Name: Maddie Students Behavior: Distracting the students at her table Starting Time Ending Time Talley of Observation 12:30 1:30 xxxxx xxxxx xxxxx

Date 10/30/13

Total Count 15

In Mrs. Bloomes class she has very talkative girls and quiet boys. The girls who talk the most are Jay, Kiera and Lynette. The boys who talk the most are Colin and Geoffrey. Geoffrey is always the one questioning things. Kiera and Lynette always have stories they want to share at the wrong times and Jay just likes disrupting. In Mrs. Bloomes class the girls are more disruptive. Maddie is one of the class clowns in Mrs. Knorrs classroom. She loves to distract her classmates by talking, or doing silly things such as tying her hair around her neck. She likes making her classmates laugh. Aiyanna is excited that Megan (Ms. S) and I are in her classroom. She pays more attention to us observing the class than to Mrs. Knorr. She looks at me and Megan to make sure we are paying attention to her before she answers a question. It is almost like she wants our approval. Santiago 5

Students Name Date of Observation Observed Behavior Starting Time Ending Time Duration

Tally Sheet for Duration Of Behavior Layla 10/23/13 Unpacking her back pack 9:15 9:28 13 minutes

Students Name Date of Observation Observed Behavior Starting Time Ending Time Duration

Tally Sheet for Duration Of Behavior Lucas 10/30/13 Unpacking Backpack 9:15 AM 9:22 AM 7 Minutes

Our first few visits, I noticed that Layla always takes much longer to unpack her things from her backpack. She is always the last one to finish and sit on the rug. Their routine is as follows 1. Hang up your coat 2. Go to your cubby and get your papers and pencil case out. 3. Put the papers in your back pack and hang it up 4. Sit on the rug. Usually they all finish this within like five to eight minutes but Layla takes longer. Most of the children finish and have enough time to come up to Megan and I and show us their new shoes or new shirt. Layla never has time to talk to us first because she takes so long.

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Part Two Children everywhere all misbehave at one point or another. That is simply a part of growing up. It is just like some people believing before an adolescence grows up; they need to make their own mistakes. Children need to act out in order to see what behaviors are appropriate and tolerable. Each child behaves differently. There are times where some children simply follow the influence of other children and they sometimes get away with it. As educators it is our job to pinpoint those negative behaviors and steer those children to a more appropriate pathway of behaving. Personally, I have been babysitting my younger cousins since I was fourteen. My cousins are eight, six and four; I have watched the six and four year old since they were about two months old. The two oldest are boys and growing up they were a handful for a litter girl like myself. The eight year old was the ring leader of going against any authority. Although their mother believes in actual beatings, I did not. Instead, I would do things like take away his video games. Make him sit inside on the nicest days when every other child on the block was outside having fun. I would ask him do you know why youre in trouble Nasir? He would answer me and acknowledge his wrongs. Most of the time just sitting there for him was punishment enough. I would not tell him mom if he seemed to have learn his lesson; but if he did not learn, I would text her or call her and after a stern talking to and knowing his mothers punishments were way worst, he would settle down. My ways of discipline differed from his mothers greatly. She would take away video games and make him sit inside, but beatings were also in her tool bag of discipline techniques. All I did was allow him time to think about why what he did was wrong and how he could have handled things differently. In order for a child to fix their own behavior they need to know what

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they did was wrong and why it was wrong. By allowing alone time for them to analyze the situation themselves, they can come up with better choices the next time they feel the need to behave inappropriately. I expect my classroom to be like every other classroom. Of course there will be children who misbehave but as an educator I will not allow any bullying whatsoever. I will guide my students towards more positive decisions and allow them time to correct their mistakes. No child is an angel but I do not believe in labeling children as bad either. Sometimes children act out for reasons beyond ones knowledge and sometimes some behaviors are just a stage a child goes through growing up.

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Part Three I lean more towards the social constructivist approach. I did not realize that at fourteen, I was guiding my cousins behavior by asking him to reflect and think of different ways he could have handled the situation better. In a group called girl talk I learned about I messages and I taught my little cousin to use them whenever he is around me. That way no one is blamed and everything is laid out. I talked things out with my cousin. I never believed in actual punishments like his mother does. Although it is not always good to reward children because then the good behavior ceases when the teacher is not around I believe it is good to reward and praise a child. In my classroom, I am going to use some kinds of rewards for positive behaviors. For negative behaviors, I am going to try helping them build new more positive behaviors. I question everything. I find myself doing this to my cousins all the time when they do something wrong. I ask things such as what are some ways you could say that nicer or if she was not listening to you what could you have done differently.

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Part Four One technique I will use in my classroom is having children do a lot of group work. I chose this technique because this way my students will get the opportunity to work with each student and see that everyone in our classroom has something different to offer. This technique I believe will narrow the risks of bullying in my classroom. Since children will be working closely with their peers, they will be able to learn from each other. Another technique I plan to use in my classroom will be when talking about the expectations in the beginning stage, I will have the children create the rules of our room and I will add to them so that they feel like they are a part of the learning team. I will also have the students create posters of our rules to display in our classroom. If the students create the majority of the rules they may be more apt to following their rules instead of just my rules. Having them create the visual will help them feel like they were involved in building our classroom environment. Since most classroom rules are the same, their rules will probably be similar to the ones they have seen before like in second grade. In addition to those techniques I really like the idea of the Turtle Technique. Since that will teach the children to think about things before they react I see that as a very positive thing to teach students and even children like my younger cousins. Having a child go inside their shell and take a few deep breaths will allow them to take a moment and calm down when reacting to something or making a decision. This will hopefully teach them to cool down instead of reacting when angry or frustrated. It will also help them make better choices if there are actually rationalizing their decisions before making them. Another technique that will be practiced in my classroom will be the use of I statements. For example I may have a poster that says I FeelWhenBecauseInstead I would like I

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would model using I statements in every situation possible for example if a child chooses not to let a peer play with the blocks I could step in and say I feel sad when you do not share with Tommy because Tommy is trying to be your friend and build the tallest building with you using the blocks. Instead of not sharing, I would like you to share with Tommy so that we all can be friends and play together. This eliminates the blame that would normally be placed on the person and places it on the action instead. Furthermore, I also plan to use a jar full of marbles for class awards. On my desk I plan to have a jar, not too big, not too small and marbles or pompoms used for crafts. Whenever the class as a whole or the majority is caught on their best behavior, a few pompoms or marbles will go in the jar. Once it is filled, the class will get a prize as a whole. This will teach every student that although they are individuals, they are also a team and they all have to work together for a common goal.

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Part Five Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance (U.S. DHHS). Behaviors of bullies continue if action is not taken the first few times. Being certified preschool to third grade an early childhood educator could see bullies act out in many ways. Of these ways could be name calling or teasing, hitting, threatening, excluding purposely, spreading rumors, using technology to hurt a peer and many more actions are considered bullying. Bullies are those who participate in the action and victims are those who are bullied. Labeling children as bullies or victims may damage the child, so it is important not to do this (U.S. DHHS). Bystanders are those who witness the incident but do not report it to higher authority. I was placed in Washington Township and at each school there is an anti-bully specialist teachers need to report too. Bullying can happen anywhere and to anyone. It does not just happen in one certain area. Some children are more susceptible to bullying such as having a disability or being viewed as weak and defenseless. One prevention strategy I have witnessed in a kindergarten classroom was where the teacher always referred to everyone as friends. For example the teacher would say do you want to ask a friend for help or do you want to choose a friend to share with. I walked into that classroom and one little boy walked over to me and said Hi Im Paul, come and meet my friends referring to his classmates. That was the friendliest environment I have been in. Another prevention strategy every school uses is assemblies and classroom discussions on bullying. I personally do not believe that they work. Most children do not pay attention to those. For kindergarten to third grade, many patterns contribute to bullying. In kindergarten there was this boy named Colin and a girl named Savannah who would pick at each other. It was not bullying but whenever these two would be near each other they would start arguing about

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things like not knowing each others nicknames or middle names. Colins aid would remind him Colin you are not being nice to Savannah and tell Savannah the same thing. After apologizing, they would be okay again until they were left alone. In third grade, one thing I noticed was that this one girl would always make rude comments whenever Mrs. Knorr was not near her group. She would make fun of a boy and he would tell her to stop. The main contributing behavior pattern is when a teacher is out of sight.

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Works Cited U.S. DHHS. (n.d.). Retrieved from website: http://www.stopbullying.gov/what-isbullying/definition/index.html Retrieved from website: http://www.njea.org/issues-and-political-action/anti-bullying Harassment/intimidation/bullying. (n.d.). Retrieved from http://www.wtps.org/hib.html Klein , A. (n.d.). Retrieved from website: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=578

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