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Transcript of Behavior Assessment
Trunk Butte Christian School
At TBCS the system they set up for students who start to misbehave has 4 levels.
1. First students get verbal warning. No consequence except knowing they need to change there behavior.
2. If students are misbehaving they have to put there name on the board. There is no real consequence to putting name on the board except knowing that they are not behaving. I also like that the school makes the students put the name on the board instead of the teachers putting the name on the board. I feel like them having to put there own name on the board allows them to realize what they were doing was wrong.
3. After they put there name on the board if they misbehave again they have to put a check mark by there name. This means they have to miss minutes of recess.
4. If student continues misbehaving then they get a second check mark by there name. If this happens students have to write a letter to their parents saying that they are sorry for the way they were representing there family at the school. Then they have to have there parents sign the letter and bring it back the next day to school. The school has not had a student get past 1 check mark by their name. None of the students have had to write a letter too their parents.
This consequence systems works great for the school because the teachers know the parents and the parents know the teachers. We know that they are the biggest support. The punishment of the students writing an apology letter too their parents is a big enough punishment that the students quickly change behaviors.
side note- it helps that the students their are already very well behaved and very helpful students, but every student has their days where behavior can get out of hand. Everyone young or old have their good and bad days.
Create a safe zone
From observations at school I think it is important to have a safe zone for students. When they start having a tantrum during class just let them go to the safe zone where they have time to calm down. At Head start it was the "me mat" at TBCS students can go in the hall or in the kitchen area. This gives the students the time they need to think about what they are mad about, calm down, and then return to class. At both schools I observed the teachers allow the students to go into their safe zone and then after about 5 minutes the teacher steps out of class and see's if the students needs someone to talk to or just needs some space. I think this is very important thing to have in the classroom!
I have observed at a head start pre-school a few times and I like how they have ste up the classroom.
For students who start to become angry or sad or have behavior problems the school I observed at a "me mat". This mat was in the corner and it was a friendly and comfortable area. Educators would ask or send students to the "me mat" when there behavior got to be disruptive for the other students.
The students could stay on the mat as long as they wanted too. This would give them time to calm down and relax. While also allowing class to continue.
They also had a glitter jar like in the image below. This jar you could turn upside down and
would almost act as a timer. The glitter would take a minute to get down the the bottom.
This would give students something to focus on and grab there attention during the "me
time". After watching the jar a couple times they would hopefully be calmed down and able
to return to the classroom.
Pointing out students who are behaving well instead of scolding the students who are misbheaving is another way to get students to behave. At TBCS they point out who is being an "expert". An expert is the students who have followed directions quickly and are waiting for further directions. By pointing out that one student is being an expert it makes everyone else want to be an expert and quickly and efficiently gets the desired behavior from the students.
By doing this you also safe students from being embarrassed for doing unwanted behavior. Reward students for wanted behavior instead of punishing students for unwanted behavior.
In the video a teacher gives examples of how she has structured her special education classroom. I like the aspect of keeping a lot of visuals and having visuals be a way for students to communicate.
A sociogram is a teacher-made device that is used to provide additional information regarding a student and how he or she interacts with peers.
It is a valuable tool for determining how a student is viewed by his/her classmates.
7 steps in sociograms
1. Devise a question
2. Have students write their answer to your question or statement
3. On a listing of the names of your students, write next to each student's name the number of times she or he was selected by another (tally the responses.)
4. Make a large diagram of concentric rings so that it looks like an archery target. Have one more ring than the greatest number of times any student was chosen. Start outside the last ring and number the spaces from the outside toward the inside starting with "zero".
5. Write each student's name inside the ring space corresponding to the number of times he or she was chosen.
6. Draw arrows from each student to the student selected by them
7. Survey the diagram to assess populartiy and interaction preferences. This information should remain confidental
It is important have rules in the classroom that allow students to know what is expected from the students. It is also important to give students reward and consequences for behaving in class. Having set rules and set consequences allow students to have stability in the classroom, and to know what is expected from them. Coming up with assessments behavior is important, but more important is to come up with ways to accommodate and strategies on how to act when students have tantrums.
In one school I observed at for class there was one student who had behavior problems. The student would sometimes throw things when he got upset. They came up with a point system that helped with his behavior along with the support from teachers. The point system allowed him to have a goal to reach. The goal would take a week or so usually to accomplish. He would get points in each class. The higher the points the better the behavior. Once he reached 100 points he was rewarded with either a watching a movie during the last class period, cooking, or going to the pump and pantry.
These types of systems such as the one in the video at the beginning of the slide, the one at head start, TBCS, and the one at this descirbe above are all ways to deal with tantrums in the classroom. Each are different because each school and classroom is different. By learning different types of systems hopefully educators can adapt one to there own classroom.