Week 4 Assignment Proactive Classroom Strategies
Week 4 Assignment Proactive Classroom Strategies
In this assignment you will demonstrate your understanding of the weekly learning objectives: Compare positive proactive classroom behavior strategies and Identify strategies for managing student behavior. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1 and 2.
Even when you proactively predict your students’ behaviors and plan for every situation, problems will still arise that need to be managed. According to Bill Rogers, behavior specialist, many negative behaviors fit into one of five categories: The Chatterbox, The Boycotter, The Debater, The Sulker and The Clinger (Five Persistent Behavior Problems, 2014).
First, read a description of each of the five behavior categories outlined by Bill Rogers on Scholastic’s webpage “Five Persistent Behavior Problems and How to Handle Them” (Links to an external site.). Then, choose a behavior management technique listed on Education World’s “Tip Archive (Links to an external site.)” for each of the behaviors. Use the following guidelines for creating your presentation:
Content Expectations: Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify one of the five behavior categories.
· Choose a behavior management technique for the selected behavior.
· Examine how the method will be effective for the selected behavior category.
· Summarize how the strategy can be used, in the future, proactively.
· Share a story from your experience that is related to the ideas you have learned thus far in the course.
Written Expectations:
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three pages in length excluding a title and reference page.
· APA format: All in text citations, page format and references must be written in APA 6th edition format.
Next Steps: Review and Submit the Assignment Review your assignment with the Grading Rubric (Links to an external site.) to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
Week 4 Grading rubric:
Description:
Total Possible Score: 10.00
Identifies One of the Five Behavior Categories
Total: 1.00
Distinguished - Using support from the assignment reading, the Instructor Guidance, and the discussions, accurately and clearly identifies one of the five behavior categories.
Proficient - Using support from the assignment reading, the Instructor Guidance, and the discussions, identifies one of the five behavior categories. The behavior category may be inaccurate or minor details are unclear.
Basic - Using support from the assignment reading, the Instructor Guidance, and the discussions, identifies one of the five behavior categories. The behavior category is inaccurate and/or relevant details are unclear.
Below Expectations - Using support from the assignment reading, the Instructor Guidance, and the discussions, attempts to identify one of the five behavior categories; however, the behavior category is inaccurate and significant details are unclear.
Non-Performance - The identification of one of the five behavior categories is either nonexistent or lacks the components described in the assignment instructions.
Paraphrases a Behavior Management Technique
Total: 1.00
Distinguished - Accurately paraphrases an appropriate behavior management technique for the selected behavior.
Proficient - Paraphrases a behavior management technique for the selected behavior. The technique minimally aligns with the selected behavior. Minor details are missing or inaccurate.
Basic - Paraphrases a behavior management technique for the selected behavior. The technique does not align with the selected behavior. Relevant details are missing and/or inaccurate.
Below Expectations - Attempts to paraphrase a behavior management technique for the selected behavior; however, the technique is completely misaligned with the selected behavior and significant details are missing and inaccurate.
Non-Performance - The paraphrasing of a behavior management technique for the selected behavior is either nonexistent or lacks the components described in the assignment instructions.
Examines How the Methodology Will Be Effective
Total: 1.00
Distinguished - Thoroughly examines how the method will be effective for the selected behavior category.
Proficient - Examines how the method will be effective for the selected behavior category. Minor details are missing or slightly underdeveloped.
Basic - Minimally examines how the method will be effective for the selected behavior category. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to examine how the method will be effective for the selected behavior category; however, significant details are missing and underdeveloped.
Non-Performance - The examination of how the method will be effective for the selected behavior category is either nonexistent or lacks the components described in the assignment instructions.
Summarizes How the Strategy Can Be Used Proactively
Total: 3.00
Distinguished - Thoroughly summarizes how the strategy can be used proactively in the future.
Proficient - Summarizes how the strategy can be used proactively in the future. Minor details are missing or slightly underdeveloped.
Basic - Minimally summarizes how the strategy can be used proactively, in the future. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to summarize how the strategy can be used proactively, in the future; however, significant details are missing and underdeveloped.
Non-Performance - The summary of how the strategy can be used proactively, in the future is either nonexistent or lacks the components described in the assignment instructions.
Relates the Ideas Learned in the Course to a Personal Growth Story
Total: 3.00
Distinguished - Thoroughly relates the ideas learned in the course to a fully relevant story of personal growth from one’s own experience.
Proficient - Relates the ideas learned in the course to a relevant story of personal growth from one’s own experience. Minor details are missing or slightly underdeveloped.
Basic - Minimally relates the ideas learned in the course to a somewhat relevant story of personal growth from one’s own experience. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to relate the ideas learned in the course to a story of personal growth from one’s own experience; however, the story is not relevant and significant details are missing and underdeveloped.
Non-Performance -The relationship between the ideas learned in the course to a story of personal growth is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.
Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.25
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement
Total: 0.25
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement
Total: 0.25
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
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Recommendation The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, GoogleDrive, or other similar applications.
Success Tip: Start preparing now for the Week Six Final Assignment! The Week Six assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week Six assignment for more information.
Instructor Guidance
Week Four
Introduction
The first half of this introductory course has established a theoretical and legal foundation for successfully working with students with mild to moderate disabilities. However, without consistent rules and behavior strategies, classroom instruction is nearly impossible. The goal for teachers, throughout the school year, is to guide students towards the intrinsic value of self-management. Two behavior theories that develop this skill are Classical Conditioning and Operant Conditioning.
Classical Conditioning
Drooling can be a good thing! Ivan Pavlov explains this theory through the use of “Pavlov’s Dogs,” where each time he rang a bell, he also fed the dogs some meat powder. After a while, he discovered that dogs began to drool with just the sound of a ringing bell. Finally, the dogs began to salivate as soon as the person feeding them would enter the room (Psychology 101, n.d.). How does this relate to students? We can use the same theory of using a cue to indicate the performance of an expected behavior such as flashing the classroom lights as a signal to begin collecting classroom supplies. Classical Conditioning in Practice Most pre-school’s have a set nap time around 1 p.m. after all the children have eaten lunch. Because children are conditioned at school to nap at 1 p.m., even on the weekends at 1 p.m., they will desire a nap and may become cranky and tired if not given one. Pavlov explains this as the creation of mental relationships of a conditioned response to something that is would not typically cause that reaction. In other words:
School: Home:
Operant Conditioning
Unlike classical conditioning where behaviors are expected without reward, B. F. Skinner theorized, using operant conditioning, behavior is shaped by the environment and its natural consequences. In other words, behavior is changed or shaped depending on the result of our actions. For example, if the other students in the class laugh every time Tommy Trouble-Maker says something inappropriate, he will continue to disrupt instruction because his behavior is rewarded with laughter. On the other hand, if the students ignore Tommy Trouble-Maker’s inappropriate comment, he will stop because he is no longer earning the desired results. Operant Conditioning in Practice In your high school math class, the same students come late every day. You have tried talking with them, explaining that when they are late they miss important information, disrupt the students who have arrived on time, and have been disrespectful toward you by not valuing the class start time. Therefore, you decide to lock the door when the late bell rings and serve donuts to whoever is on time and seated. The same group shows up late to a locked door and a room full of math students eating donuts. The next day, everyone is seated when the late bell rings and is rewarded with another treat.
Proactive Classroom Management
Operant conditioning and classical conditioning promote students’ self-control and self-management. Instead of reacting to problem situations that take away from lesson instruction, the environment is designed to prioritize learning through students’ ownership for their education and classroom conduct. Proactive teachers design classroom routine and behavior strategies that create opportunities for students’ to make responsible decisions that translate into self-determination and growing independence. Proactive Classical Conditioning in Practice You suggest to Mr. Franklin that giving the students a visual cue five minutes before it is time to clean up, and then a different cue at the three-minute mark will help them keep track of their time. The first day of class, he explains that five minutes before it is time to clean up, you will flash the classroom lights five times. Then, when it is the three-minute mark, three times. Finally, at the one-minute mark, you will flash the lights just once. After a week of practice and repetition, all of the students are fully prepared and ready to go on time. They have internalized the signal system and value the expectation of consistency. During the next professional development meeting, you explain to all the faculty the method you used that is working so well and they implement in their classrooms without an introduction or explanation; right on cue, students begin cleaning up. Proactive Operant Conditioning in Practice You suggest to Mr. Franklin to reward those students who are on time to lunch. When it is time to transition to the cafeteria, Mr. Franklin behaves as usual, telling the students that it is time to go. Some do so quickly, while others lag behind, arriving after the late bell. At lunch, those who were on time are rewarded with pizza, but those who were late arrived to empty boxes with the embossed outline of pizza slices. Mr. Franklin tells the stragglers, “I’m sorry but because you were late, all the pizza was eaten.” The next day, everyone shows up to lunch on time, afraid to miss another surprise.
Week Four Discussion Guidance
Classroom management is either proactive or reactive. Proactive management strategies are designed in anticipation of age and grade typical student behaviors. Alternatively, reactive management strategies are in response to behaviors, putting out classroom ‘fires’ as they happen. In addition, teachers who use proactive classroom management give students control of their own behaviors, allowing them to make appropriate choices for which they are held accountable. Students are given the tools to manage their own behaviors, leading to self-determination and independence. In the Week Four discussion board, you provide Mr. Franklin with three proactive strategies, instead of reactive, to better manage his classroom environment during times of student transition. With each suggestion, think about how he can elicit responsible student choices that promote independence. Consider how his behavior produces student whose react depends on negative consequences. Finally, imagine what his classroom might look like with a positive approach to discipline in the same scenario; how will you suggest empowering students to make appropriate decisions? Please review the discussion board rubric prior to your initial post to ensure you are fully meeting each of the set criteria to earn full credit. Your initial post should include relevant professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Additionally, all elements of the discussion board prompt should be thoroughly addressed with strong and precise connections to previous and/or current course content, or to real-life situations. When replying to your peers’ post, be sure to provide a thorough and constructive analysis relating the response to relevant course concepts that incorporates pertinent follow-up thoughts or questions about the topic, and demonstrates respect for the diverse opinions of fellow learners.
Week Four Assignment Guidance
Experienced teachers are often able to anticipate behaviors common to their classroom population and skillfully employ preventative interventions effectively. Using categories of behavior traits, designing proactive strategies is the foundation for a successful classroom environment. For example, five persistent behavior problems identified by experienced middle school teacher Linda Shalaway are students who talk nonstop, who engage in a power struggle, who debate every request, who sulk and those who require constant attention (2005). The assignment for Week Four requires you to choose one of the behavior categories listed by Shalaway and proactive strategies that may circumvent a potential classroom issue that you have experienced in the past, are currently experiencing in your classroom or anticipate as an area of concern in the future. Then you will visit the Behavior Management Tips of the Week (Links to an external site.) provided by Education World. Using these two tools, you will address the challenging behavior with proactive strategies that provide students the opportunity to manage their own behaviors, accepting responsibility for making appropriate choices. Make sure to use the Grading Rubric as a self-checklist before submitting the final copy of your assignment to confirm you have met or exceeded each required expectation. The highest level of achievement on the rubric is “distinguished”, which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters-level program. Therefore, your writing, research, and content are held to graduate-level expectations.
References
Heffner, C. L. (n.d.). Chapter 4: Section 2: Classical and operant conditioning (Links to an external site.). Retrieved from http://allpsych.com/psychology101/conditioning
Shalaway, L. (2005). Five persistent behavior problems and how to handle them (grades 6-8). (Links to an external site.) Retrieved from http://teacher.scholastic.com/professional/classmgmt/trickypersons.htm
Zarhejo. (2009, October 6). The Big Bang Theory - Sheldon trains Penny (Links to an external site.) [Video file]. Retrieved from https://youtu.be/qy_mIEnnlF4
Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities . Upper Saddle River, N.J: Pearson
· Chapter 9: Classroom Management
· Chapter 10: Teaching Social Skills
Articles
Browning Write, D., & Cook, C. (2013, February 13). The 16 proactive classroom management skills to support academic engagement (Links to an external site.). Retrieved from http://www.state.ky.us/agencies/behave/misc/DBWHandouts/BI12/Diana%20-%20Session%201%20Ho%20-%2016%20Proactive%20Strategies%20-%20Wed%208am.pdf
· Created by well-known authors and behavior experts Diana Browning-Wright and Clayton Cook, this is a list of 16 proactive classroom management skills that can easily and realistically be integrated into any classroom setting. Accessibility Statement (Links to an external site.) Privacy Policy
Education World. (2014). Education world: Behavior management tips of the week (Links to an external site.). Retrieved December 22, 2014, from http://www.educationworld.com/a_curr/archives/behaviortips.shtml
· Archived by volume number, each collection of behavior strategies offers advice categorized by common classroom management issues such as inattention, breaking rules and teaching self-control. Accessibility Statement does not exist. Privacy Policy
Rogers, B. (n.d.). Five tricky personalities—and how to handle them (Links to an external site.). Retrieved from http://teacher.scholastic.com/professional/classmgmt/trickypersons.htm
· Author Bill Rogers lists five persistent behavior problems common to the middle schoolers although frequently experienced by teachers throughout all school grades: The Chatterbox, The Boycotter, The Debater, The Sulker and The Clinger. Accessibility Statement does not exist. Privacy Policy
Recommended Resources
Articles
Schibsted, E. (2009, May 13). How to develop positive classroom management (Links to an external site.). Retrieved from http://www.edutopia.org/classroom-management-relationships-strategies-tips
· This webpage offers a list of positive classroom management methods that provide proactive solution to common classroom behavior issues. Accessibility Statement does not exist. Privacy Policy
Watson, A. (2014). 5 pro-active strategies for positive behavior management (Links to an external site.). Retrieved from http://thecornerstoneforteachers.com/free-resources/behavior-management/pro-active
· Listed on this webpage are five positive strategies for creating a positive structured classroom environment. Accessibility Statement does not exist. Privacy Policy