Haena So

Kin 489
Behavior management

Ben (3) and Zoremi (3) are active students that enjoy music and dancing. They also engage well
in activities and love to participate with others. However, both Ben and Zoremi have some
behaviors that may inhibit their participation in ASAAP with individual and group time.

1. Ben and Zoremi have a hard time keeping their focus when I am giving
directions. They are easily distracted and sometimes leave their poly spot. To make
sure both Ben and Zoremi are attentive, I am planning on verbally promoting
“listening ears” and “looking ears”. This will also be included in their “shark” rules
sheet. I will be reminding by having the rules out. In addition, I will be using “Baby
shark” to get their attention. This will help both students to listen to direction and
refocus.
2. Although Ben and Zoremi have met each other for at least 2 ASAAP days, they
do not know each other’s names and seem to have no awareness of each other. To
help to learn to socialize with each other, we will start our introduction and end by
using their names to greet or say good bye to each other. During individual time, I
will further include cooperative games that will be including both to work together.
3. Both students have a hard time standing on the poly spot. They want to quickly do
something else or run out to do something else on their own. By using the “baby
shark” picture on the poly spot, student will stay on the poly spot. I will also be
reminding them of the rules so that students can better understand what is being
expected. I would also catch students doing good and give out stickers so that the
behavior may be reduced.

Shark Rules:

Stay on task
Have listening ears and looking eyes
Always try your best
Respect each other
Keep having fun

Consequences:
1. Positive:
a. Verbal praise
b. High five
c. Receive a star for further rewards
d. Dance party with music

2. Negative
a. Verbal warning with rule reminder
b. Student reflects with teacher. Go over the rules and talk about the behavior
and how they broke the rule.
 c. Take the student out to do take a break. Go over the cool down paper so
student selects a cool down activity
d. Talk with parents and go over the behavior. See what the student would be
better so follows rules/direction.
Schedule:
1. Equipment is set up before students arrive for ASAAP
2. Meet and greet Ben and Zoremi
3. Have Ben and Zoremi use names to greet each other
4. Tap in and tap out
5. Go over the schedule and rules as well as positive and negative consequences
6. Give reminders of the sticker rewards that students will be receiving when
following the rules
7. Individual time:
a. Do warm up with sensory hallway/locomotor video with music
b. Do an activity that works on locomotor skills. reinforce behavior by using
poly spot and rules
c. Cool down: go over breathing exercises and some yoga exercises. Be
prepared to leave by 4:25.
d. Transition time:
a. Go over rules and expectations while going to group time
b. Walk to ASAP room
8. Group lesson
9. Closure:
a. Do tap in and tap out. Praise students when they choose the tap in and out
of their corresponding behavior, they had the day. (doesn’t matter if they tap
“spectator” when they were not doing well. Still praise them for being honest)
b. Students will use names to say bye to each other.

Transition:

Ben has been in ASAPP last semester; therefore, he is somewhat comfortable with transitions.
Zoremi on the other hand, sometimes struggles when going through the transitions. Going over
the schedule in the introduction will give a better understanding of what we will be doing next.
During transition, we will be going over the schedule again and put a star on what we have
finished so far. Next, I will briefly explain the rules and what to do to get a sticker. This will give
students a reminder and will be able to keep them increasing participation time. Both Ben and
Zoremi will also be helping to put away equipment that was used during individual time. They
will make sure to wait for each other when coming back to the ASAPP room.

Positive reinforcement:

- Students will be praised for “looking eyes” and “listening ears”. Using phrases such as, “I
like the way…” will further increase their positive behaviors. This will go the same for
when they are listening to directions (staying on their poly spot).
- Students will get a high five when students are actively participating in activities and
have “looking eyes” and “listening ears”.
 - Students will put a sticker when they accomplish their goals from the chart. This
includes:
a. Listening ears and looking eyes 4/5 times
b. Using friends name to call them 3/4times
c. Stayed on poly spot (4/5 times)
d. Participating 25 minutes of individual time
e. Participating 25 minutes of individual time
- When students complete 4/5 goals in one day, they will get to put a start on the “Big
whale Bonus”. Students will be given a chance to pick any activity they want to do for
the day.
Behavior management plan:
To help Ben and Zoremi to accomplish their goals, I will keep reminding them about the rules
and expectations. They will also be reminded that there will be consequences for both when the
rules are being kept and when rules are not kept. Both Ben and Zoremi have a hard time
concentrating and focusing; Their parents have told me that they enjoy anything that excites
them. I am planning to use this strategy and make a storyline of “Baby shark”. This will keep
both students engaged and focused to follow directions when it is necessary. I will also be using
“baby shark” to keep students on the poly spot when needed. I will be bringing cut out “Baby
shark” pictures so that both students will stay on their poly spot. I will be incorporating
cooperative games as well as ways so that Zoremi and Ben can at least know who each other is.
By using the sticker chart, I will have students call each other’s names when greeting and saying
goodbye. Later, I hope that both students will be able to say it without my reminder of the sticker
chart.
Both Ben and Zoremi are students who want to have fun. They just need some ground rules so
they can be more engaged in activities.
I will make sure to add comments and more information about each week and how we progress.
Ben and Zoremi’s
Shark Family
 Today I feel:

Happy!

Okay

Sad
Rules and expectations

S: Stay on task

H: Have listening ears and looking eyes

A: Always try your best

R: respect each other

K: Keep Having fun!

 Schedule:

Review
rules

Warm-up

Individual
time

Group
Time
Closing
 Tap out:

Team player!

Participant

Spectator
When following the rules:
: Verbal praise
: Give a high five
: receive a star for further
awards
: Dance party with music!

When not following the

rules:
: Verbal warning
: reflect and revisit rules
: Take a break
: Talk with parents
 I had listening
ears and
looking eyes 4/5
times
I use my
friends name
to call them
3/4times
I stayed on my
poly spots
when I had to
(4/5 times)
I participated 25
minutes of
individual time
I participated 25
minutes of Group
time
I completed 4/5
Big award!
of the goals
today!!!
Big whale Bonus
 I had listening
ears and
looking eyes 4/5
times
I use my
friends name
to call them
3/4times
I stayed on my
poly spots
when I had to
(4/5 times)
I participated
25 minutes of
individual time
I participated 25
minutes of Group
time
I completed 4/5
Big award!
of the goals
today!!!
Big whale Bonus
 Reflection:
It was hard for Zoremi to use this plan because it wasn’t engaging enough for her. The
first few days were working; She was very excited to see the behavior management plan because
it had baby shark. However, she soon got bored and did not want to follow. The same goes for
the fact that it was hard to implement the plan especially because both students were secluded
and were never together. It was difficult to go back and forth for both students that I had. Tap
in/out seemed to work the best of all because they knew what was to be expected.
After ASAPP was over, I would track Zoremi’s data. The data had listening ears and
looking eyes x4, participation for group and individual time, staying on poly spot, usage of
names of other students at ASAPP, and if the student had earned a sticker. The comment section
was available to write down notes on how Zoremi did and any specific thought about how
Zoremi felt the day. It allowed me to think about what I can do better the next day.
According to the data, Zoremi struggled with almost all the components that I was
measuring. This was her first time in a group setting and her level of socialization of her age was
low. She tends to run away and wanted to keep being active because everything around her was
fun and exciting. Therefore, staying still for yoga or sitting on the poly spot was a difficult task.
As the data shows, Zoremi showed the most significant improvement in staying on the poly spot.
She was able to sit on poly spot almost all the time when she was asked to at the end of ASAPP.
Zoremi did not respond well to the behavior management plan. I’m wondering if it’s
because the plan didn’t have awards that she enjoys doing such as the balance beam or going to
the sensory hallway. In addition, Zoremi couldn’t comprehend most of the things I was telling
her. It made it difficult to communicate with Zoremi. I also could have used visuals so that
Zoremi could understand the behavior management plan as well as what I asked of her to do
such as listening ears/ looking eyes, using names of another student and go to poly spot. Overall,
this was a good experience to learn more about behavior management and it is something that I
can learn to get better.