Coding Scheme

Name of participant: LGF

Teaching Certification(s): Elementary K-6;

Education Level (Highest degree attained) M.A.

Total years of teaching experience: 7

Years of teaching students in preschool through third grade? 3

Date & time of interview: 8/13/18- 12:00

1. Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10.)

Yes.

2. How long have you been implementing group contingency plans? How did you learn about the plan?

Well I feel like it depends on the year because there's some years where my classes needed it more than others. So I'm going to probably say past few years I've become more consistent with it so we can say half the time maybe 5 years.Well just from reading and seeing what other teachers are doing for class management

3. Describe the type of group contingency plan you are using.  (If not provided in the answer, ask about behavior criteria, schedule reinforcement, types of reinforcers, BSP, tracking system, use of visuals.)

So this year I started using the beeper system. So I would set a timer for a certain amount of time and it would always be varied. It could be 5 minutes, it could be 2 minutes, it could be 10 minutes. And the students would never know when the beeper would go off. But when the beeper did do off I would do a quick scan around the room and those students that were on task would get a hole punch. If they had a certain amount of hole punches they could cash it in for a reward…But I would also use it as well, the same plan for the whole class. So I used it for whole group things and individual things. I made it clear there were times where everyone had to be doing something so that everyone can get a point and then there were individual students I would recognize. The students knew what was expected of them, how to earn, what the reward would be. There was a whole discussion about it so that there would be no surprises

4. How did you decide to use this type of plan?

I’ve struggled with this and have usedvarious things over the years. The plan was shared with me by one my coworkers, the school social worker, and then another teacher using a punch card. So I kind of just (pause) sort of married the two of them together.um I made it my own I had to feel comfortable with it was a period of time where I thought like you know what I can't be setting the beeper all the time so I'm just going to sort of overall if the class is quiet during that time we can all get a punch. When I first started it, I thought about the periods where I felt like either my class was having the most difficult time being quiet. I mean I kinda feel like yes it's nice to be rewarded but at the same time there's just certain expectations that like we need to be quiet during reading we need so reading workshop was always a quiet time in my class I didn't really use it. But I used it for other times where I felt like the chattiness could be an issue. and I think I would continue to do that I think the second graders talking when it's not really time to talk um you that when I feel I need this the most.

5. How do you monitor the effectiveness of this plan? Does anyone else assist in monitoring or overseeing the plan?

I think it was effective because truthfully like most of the time when I gave them a reminder about the behavioral expectation, I do really feel like they responded to it. Um the kids seemed excited about it. They loved the punch cards. Um and overall I think I had a really well managed class so to me that’s sort of the evidence. I mean I don't know for sure maybe if I didn't have this they would have been not as well behaved. um and I feel like because I varied when they were going to get them sometimes I didn't say that I'm looking for a quiet class but I'm when I noticed the kids are really quiet I would say know wow everyone’s been doing such an amazing job I'm going to come around and give everyone a punch. So it was very unexpected that's why I didn't know we need the buzzer all the time I think you know I just kept them on their toes. Um and overall I think I had a really well managed class so to me that sort of the evidence I mean I don't know for sure maybe if I didn't have this they would have been but I think it's nice to have a visual and know kids are earning.

6. How do you determine what the reinforcers will be associated with the group contingency plan?

Once the kids hit 20 punches, they could earn a prize. Sometimes it [the reward] would be a homework pass, other times it would be something else and we talked about what were things that they would want. So it was really based on their interest, so that um they were really invested in it.

7. Do you believe this plan has decreased disruptive behavior and increased appropriate behavior (Ask their beliefs about specific components they believe contributes to reducing disruptive behavior and increasing appropriate behavior, if not provided)?

I think the individual students seeing that maybe other students happen to have gotten more hole punches made them see that others were really doing their work, and I think just seeing that the kids thought that they better get to work

8. Have you ever implemented an individual contingency plan?

Yes, I have done different plans. Other kids wanted rewards. You know other years when I had sticker charts for certain kids the prize associated with it in school the other kids would question it. So yeah I mean I think kids do get excited with it um get excited about it when they see other kids are getting. So I think the group plan is better.

9. What behavior management resources/supports are currently available to you for managing classroom behavior?

Well definitely piggybacking off of other teachers as a resource. I'm always asking other teachers and the child study team, I think they always have really good ideas being that they work with so many different kinds of kids those are probably the two. You know I don't do so much research online like Pinterest I just don't find it helpful I like to sort of what's been tried and done by people that I respect.

10. Are there any final thoughts or feelings concerning behavior management you wish to share?

I think that that my thoughts have changed a little bit about it. Like I said before I have had some years where I haven't done anything you know I have done some individual work for the kids that need it up but never for everybody. But I kind of feel that even if you have a really good class sometimes it's nice to be rewarded and it's that positive feedback. So often we focus on the negative. so I think that whether I have like an amazing… ya know like going to target chattiness during quiet work, even if I have an amazing class, I think it's still nice to be able to continue to reward for that so that continues. Because I think that with second graders they can slide. So I just thinking going in with a fresh thought that it's important to have something you know to start the year out with and set the standards.

CRITICAL INCIDENT REPORT

Have you experienced any positive or rewarding outcomes regarding the implementation of a group contingency plan? If your answer is yes, please describe your experience(s) in detail. If your answer is no, please indicate whether you would change your implementation of a group contingency plan, and why.

Yes- I have noticed my students are invested in the plan and want to reach the goal. They get excited when I announce that I am looking for quiet workers or announce the beeper has been set. Their body language and verbal language is proof they are invested. More importantly, I see good behavior when the plan begins for that time period.

Have you experienced any unsuccessful outcomes regarding the implementation of a group contingency plan? Please describe.

No, I have not experienced unsuccessful results. However, I do think I need to do a better job at varying the reward to keep it fresh.