This action might not be possible to undo. Are you sure you want to continue?
number and name: MAT 723 Action Research Type of artifact: Teacher created spreadsheet Write a brief description of the artifact The data collection spreadsheet allows for input of an out-of-control incident. The spreadsheet consists of the following column headings: student name, teacher, area, brief description of incident, time contacted, minutes student was out-of-control, time returned to classroom, and duration of out-of classroom. After a behavior incident occurs, I filled in information pertinent to the incident. This artifact allowed me to establish patterns in student behavior as well as if patterns in circumstances. Professional and/or Learner Outcomes Represented by this Artifact Relate this artifact to your listed professional and/or learner outcomes. Professional Outcomes 1. Teacher will spend less time out of the instructional environment taking care of out-of-control student behavior Success Criterion: Teacher will be back in the instructional environment within 10 minutes of being called to an out-of-control behavior incident. Planned Artifact: Data Collection Spreadsheet The data collection spreadsheet allowed for documentation which made me as the teacher more aware of the amount of time that was spent out of classroom. When I started to analyze the data I discovered that I was often taking unnecessary time getting back to the instructional setting. I found that before I started keeping the data I would take much longer in the debriefing stage for minor incidences. 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 data collection spreadsheet made me to see patterns with students who required SCM. I became more aware of how many times I was using SCM and in return made a conscience effort to deescalate before students got to the out-of-control point that they needed 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 The data collection spreadsheet allowed me to find calculate averages and analyze the data of incidents when a student is verbally aggressive. 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 The data collection spreadsheet allowed me to find calculate averages and analyze the data of incidents when a student is verbally aggressive. Report of Outcomes Attainment The following table illustrates the outcomes after the data collection spreadsheet was analyzed. Average minutes teacher out of class Average minutes student “out-of-control” physical / requiring physical management Average minutes student “out-of-control” verbal / NOT requiring physical management Reoccurring students Pattern of Area Pattern of person (teacher, bus driver, etc.) 15 minutes 17 minutes 4 minutes Andre’ and Helena ~ see behavior incident log artifact ~ see behavior incident log artifact
Reflection on the process • What does this artifact demonstrate as far as your learning? 1. The data collection spreadsheet allowed me to become more aware of individual situations. When I started to document each behavior incident, I also started to analyze each incident and started to look for ways to create individualized plans. It became a “mission” for me to become more efficient. I have continued with my research and to continue keeping data as incidents occur. • What does it represent in relation to the changes you have made in your classroom? 1. This artifact has made me change the way I respond and recover from a behavior incident. I have become more aware of the time I am out of my classroom as well as the amount of time that the student is out of the instructional setting. By making myself more aware of these things, I have increased my efficiency in responding to out-of-control behavior situations. • Describe why you chose this artifact. 1. I chose the data collection spreadsheet artifact because it was what I used to document all of the severe behavior incidents that I was being called out of my classroom to handle. It is a concrete piece of evidence that I was able to share
with administrators in my building as well as with my colleagues. When working on behavior modifications for individual students, it allowed me to show the amount of time the student was out of the classroom, as well as the intensity of the behavior, i.e. if the student required physical management. Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes. 1. Candidates draw from their knowledge of education theory and research to undergird the formal and informal education processes that impact P-12 students’ learning and the learning environment I reviewed numerous research articles before I began this research project. From these articles, I devised a plan to use positive behavior supports to allow me to become more effective in my abilities in dealing with students who are exhibiting out-of-control behaviors. The data collection spreadsheet allowed me to analyze these behaviors incidents objectivity. I was able to look at the numbers and reflect on the incident without having emotional involvement. For example, before I started keeping this spreadsheet, I thought I was being called out of my classroom more than what I actually was. Keeping a systematic spreadsheet allowed me to see the bigger picture. Denton states, “Students must know the educator is addressing behavior rather than a personal attack” (Denton, 2008). The behavior became a starting point to looking at patterns. 8. Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes. I identified a specific problem within my school, examined the research, created a plan, used the data collection spreadsheet to effectively document my findings, implemented a plan, and analyzed/evaluated the outcome. I plan to continue this documentation in my classroom and have also shared my findings with my peers. What does this artifact demonstrate about you as a teacher? Link what you found to the NBPTS Core Propositions 1. Teachers are committed to students and their learning. I chose this topic because I was spending numerous hours out of the instructional/learning environment dealing with a student that was out-ofcontrol. My students were missing out on material as well as the student in crisis. I am committed to continuing this research project and document each incident so that I can make myself as well as my superiors aware of the amount of time I am not teaching. I believe that by keeping this data collection spreadsheet, it will provide me the opportunity to show the administration in my building concrete numbers of how student behavior is effecting out school. 4. Teachers think systematically about their practice and learn from experience. I continue to learn from this action research project. As stated numerous times in this reflection, keeping the documentation has allowed me to be accountable for the amount of time out of the classroom. Just being
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