Applied Behavior Analysis (ABA) Posted February 8th 2014 |
Teachers entering the workforce today receive only a brief overview of Applied Behavioral Analysis (ABA) which incorporates the principles of behaviorism. ABA has been used to address challenging student behaviors in the classroom. Having an understanding of the function of behavior is important to maintaining a positive learning environment. Examining student behavior is an important component of behavior modification; however, it is also critical to examine the environment and the approach used by the teacher to respond to a specific behavior. A model used in educational setting is ABC-Antecedent, Behaviors and Consequence. The antecedent is the behavior that occurs immediately prior to the behavior. The identified behavior has to be operationally defined (e.g., making loud vocalizations in the classroom, hitting classmates, throwing class work on the floor). The consequence is the event that follows a behavior or the reinforcing outcome of the event. Consider these scenarios:
A 3rd grade teacher begins a classroom transition, “Circle time is finished. It is time to go to reading centers.” Jake says “I don’t want to” and then hits a classmate. His classmate cries and Jake is placed in time out.
Can you identify the antecedent, behavior and consequence? Would you have done something different in the scenario above? How is the consequence reinforcing Jake’s behavior or maintaining the behavior? Let’s apply the ABC model:
Antecedent: Teacher begins a transition from circle time to reading centers.
Behavior: Jake says, “I don’t want to” and hits a classmate.
Consequence: Jake is placed in time out.
Time out is a strategy that many educators use to manage disruptions, noncompliance and aggression. While time out is often an effective intervention it may not always be the best response or consequence to a behavior. When time outs fail to extinguish a behavior, the teacher may resort to sending a student to the principal’s office. How can a visit to the principal’s office reinforce the behaviors we want to eliminate?
Quite often, if the environment and/or the teacher response to the behavior are modified, changes in student behavior may take place. Returning to the scenario, if Jake is sent to time out he temporarily escapes time in reading centers. Reading may be a challenging academic task for Jake. Jake may be embarrassed or frustrated that he is unable to read. Removal from the undesirable activity may be the function of Jake’s behavior/s and the consequence could be maintaining the behavior. Sending Jake to the principal’s office may be a desirable event for him since the consequence may prolong the escape from reading. Also, what if sending Jake to the principal’s office is a rewarding consequence for him because he gets attention from an adult?
In Jake’s example, what important factors should be addressed? What positive behavior interventions would you recommend? |
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| Reply from Jennifer S posted on May 28th 2014 |
| In order to better understand Jake's situation I would first observe Jake. After observing him I would talk to him and try to understand what is guiding his reaction to reading. In doing so, I would also try to explore what motivational intervention would be best for Jake. If using a positive behavior intervention for Jake once I had found out that he feels he is not that good with reading, I would start out with making small goals. By making small reading goals for Jake, I would be able to positively reinforce his reading, and encourage him to gradually attempt more difficult reading situations, and prepare him for reading no matter when it occurred. By using a positive behavior intervention with small goals I could begin to reshape Jake's ideas about reading and perhaps eliminate the negative behavioral reaction he was having to reading. |
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| Reply from Amanda posted on May 25th 2014 |
| First, I would identify the times that Jake is routinely acting out. If it is only during reading time, then it is likely that Jake is trying to avoid reading time. Identifying his true motive would allow the teacher to intervene in the most productive way possible. I would recommend that the teacher think beyond "traditional" consequences and try consequences that more directly respond to the root of the issue. |
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| Reply from Francisco Arreola posted on May 22nd 2014 |
| In the case of Jake it seems that he will do anything in his power to avoid reading. Therefore I would address his reaction to reading center, but also his acting out behavior which was to hit his classmate. Jake obviously understands that his behavior will be reinforced by getting in trouble, a response he may be looking to obtain. Before putting Jake in time out I put the class's attention on him and would get him to apologize to his classmate before moving on with the lesson. As he maybe looking to obtain a response from the Teacher, putting him on the spot may not be something he enjoys therefore he may make a better choice not to hit another classmate as he will be asked to apologize in front of the whole class. Doing this would also demonstrate to the entire class that this is unacceptable. Now in order to avoid him from acting out when asked to participate in reading center the teacher can set up an agreement with Jake that could encourage him to complete a certain amount reading for a certain reward as well as a consequence if he decides not to participate. |
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| Reply from Anthy Thao posted on May 20th 2014 |
| I think some important factors that should be addressed is the reason why Jake doesn't like reading centers. Also, why Jake's automatic reaction to disobeying the transition would be to hit another classmate instead of just keeping his hands to himself. Another factor to address is for the teacher to realize if putting her misbehaving students on time out have ever positively changed their misbehaving in class or has it always just negatively turn into more noncompliances of the students in the classroom. Additionally, when sent to the principle's office, does the principle actively engage in this situation to fix the problem or just let them slide each time. To fix these aggression and noneffective conventions, the teacher should have a referral or misbehaving form for the child to fill out to hand to his/her parent at the end of the day. When having the child record down their own wrong doings, maybe the child will have a sense of embarrassment or unsatisfied and will decrease the aggression and disobeying in class. |
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| Reply from Heather posted on May 20th 2014 |
| In Jakes example i think that the biggest problem is that his teacher is only focusing on how to punish him instead of why he is really acting that way. She should be discussing and explaining to him that he shouldn't be hitting a child and why he isn't wanting to go to the reading center instead of just sending him to the principles office. I think that the teacher should give out warnings as to when she is going to be switching stations because he might not like that he just has to instantly switch to a different subject. If the problem is more complex and is a deeper issue then just not wanting to do it then the teacher needs to really work with him about how to improve his reading level and confidence. |
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| Reply from Ashley Conley posted on May 20th 2014 |
| In Jake's example I think that the biggest issue is that the teacher is jumping straight to a punishment instead of trying to get to the source of the behavior. Instead of sending him to time out or the principle's office I think that the teacher needs to take the time to discuss the issue with the child and find out not only why he hit the child but also why he said he didn't want to go to the reading centers. The problem may just be a simple fix, or something more complex. For example, maybe Jake just doesn't receive enough warning before transition and doesn't like the abrupt stopping of one activity before the next. To fix this issue the teacher could give a ten or five minute warning before stopping an activity and transitioning into the next. If the problem is more complex, like maybe that Jake does not like reading because he is not strong at it, the teacher could possibly get Jake some support or reading help. |
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| Reply from Tanya Taranchuk posted on May 20th 2014 |
| In Jake’s example, important factors that need to be addressed are the reasons why Jake does not want to go to the reading centers. Reasons can vary from Jake disliking reading because he feels incompetent in reading or he is just having a bad day. I think the way the teacher handled the situation could have been better because sending him to time out is only part of a solution. In time out Jake can have some time to cool off, however afterwards the teacher needs to discuss with him what he did was not okay especially hitting his classmate. I think the teacher needs to look at the bigger picture and try to understand Jake’s behavior to try to handle it properly. The teacher should look at if this is a reoccurring behavior or onetime thing. Perhaps Jake has a hard time transitioning from activity to another activity. Thus the teacher can maybe give off a five minute warning to children that they will be transitioning to another activity so that children can finish up on what they were working and be ready to transition. If Jake is acting that way because he dislikes reading because his reading skills are low, then the teacher can provide additional services to parents such as to place Jake in after school reading club or work with him individually more to raise his reading level. |
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| Reply from Ma Vang posted on May 20th 2014 |
| In Jake's example, an important factor that should be addressed is the reason behind his behavior. As indicated, the behavior was Jake saying he did not want to go to the reading centers and hitting his classmate. Jake's purpose may be because he wants to skip reading center time so it is important that his teacher knows in order to not reinforce his behavior. Jake may also not be confident in his reading ability so if that is the case, the teacher can find time to help him and encourage him to improve. For his behavior of hitting his classmate, find out why that happened. Was that part of his plan to be left out of circle time or was it because he has a grudge against the student?
Positive behavior interventions I would recommend is to talk to Jake and listen to his explanations. I feels as if teachers tend to dish out time outs without really trying to find out why the student did what he/she did because it is an easy and effective punishment, especially when they do not have the time to stop the class for a student to explain. Another positive behavior intervention would be to remind him of classroom rules such as keeping your hands and feet to yourselves and being kind to each other. Explaining to students that what they did was inappropriate and don't just give out punishments. |
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| Reply from Abigail Pak posted on May 20th 2014 |
| In Jake's example, an important factor that I think should be addressed is why Jake does not want to go to circle time to read. Like it stated above, maybe Jake has trouble reading and that is why he always acts out when it is time to read. Instead of punishing Jake for acting out, maybe the teacher should try to communicate with Jake and ask him why he does not want to do circle time. Another important factor that should be addressed is the fact that Jake hit one of his classmates. Jake could have just said that he did not want to go to circle time but, with saying that, he hit one of his classmates which, in result, leaded him in time out. The teacher should try to find out why he hit one of his classmates, maybe that classmate bothers him during circle time and that is why, in result, he does not want to do circle time. Also, if this behavior continues, Jake gets sent to the principle office which could be want he wants, as a way to get out of class and not do circle time. I think a positive behavior intervention that could be recommended for Jake is to, for not wanting to do circle time, have Jake read with just you (one-on-one). That way the teacher could examine his reading level and Jake would not have to worry about his classmates. For hitting, I think the teacher, instead of just placing him in time out, should try to talk with Jake and tell him that it is not okay to be hitting other people and let him know that what he did was wrong and that that kind of behavior is not acceptable. |
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| Reply from Courtney Morales posted on May 20th 2014 |
| As a preschool teacher, I have had many experiences like the example given. Although in my preschool, we are not allowed to give or put our children in any sort of time out situation. I think that the teacher needs to evaluate the reasons behind Jake's behavior. Why doesn't he want to go to the reading centers? Is he struggling during reading centers? Does he struggle with other transitions or just the one going into reading centers? Jake also needs to be talked with about how hitting anyone is never a solution to any problem. Perhaps having an open conversation about why he doesn't want to go to reading center will shed some light on how to next approach the situation. I do believe sending Jake on time will not help the situation because he already doesn't want to go to that center and being put on time out is giving him what he wants. Perhaps giving Jake a longer warning before transitioning will better prepare him for the next activity. Or if he is struggling in reading and that is why he doesn't want to do reading centers, giving him extra help or encouragement will help the situation. |
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| Reply from sujey posted on May 19th 2014 |
| The fact that Jake is engaging in an inappropriate behavior to escape the demand is very alarming and needs to be addressed. In doing so, I would attempt to teach the child a functional alternative behavior. Perhaps, I may teach the child how to appropriately request to delay the task (prompting him to ask “can I have a break”, “can I have another minute”, “can we do that later?” etc) so that the child can have some time to emotionally cope with the fact that he will soon have to comply with this non-preferred activity. I would also try to implement some sort of reinforcement chart to externally motivate the child to comply. I would slowly fade the external reinforcer with success. |
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| Reply from Brianne Moreno posted on May 18th 2014 |
| In Jakes example, I feel like the the teacher should observe him and find out why Jake does not want to go to the reading centers. I think the teacher should have a one on one conversation with Jake and address the real issue with the reading centers. Next, the defiant act of hitting another classmate in result of not wanting to go and read should be addressed. Hitting another classmate is never okay and I would reiterate the hands off policy that is in effect at that particular school. From being in my placement site classroom, I have learned a few different ways for positive behavior interventions. In this case, I would implement the heart/star chart. Whenever the child completes the task that they are supposed to complete without any disruptions or whining and complaining, they will recieve a heart or star on their behavior chart. When they receive so many stars on their chart, they will be able to have ten minutes of free play playing with Legos, or free draw, or other things of that nature. I have come to find that these kinds of incentives motivate the child and after they actually complete the task, they have a higher self-esteem because of it. |
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| Reply from Carly posted on May 14th 2014 |
| A time out is only part of a solution. Jake should be given a time out or a cool off period, because he needs time to think about his behavior. After he has calmed down, the teacher should sit with him and make sure he understands what caused him to receive a time out in the first place. Once he understands the consequence is tied to the behavior it is important to make sure he participates in the activity originally asked. If he really doesn't want to work in his reading center, a time out might be worth it for him. So it is important to establish that his behavior will not get him out of reading center time. Otherwise he is being rewarded for hitting the other student and that is the last thing you want as a teacher. So, a time out, followed by explanation of the consequence, and finally re-establishing the requirement of reading center. |
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| Reply from Alina Slivinskaya posted on May 13th 2014 |
| As an educator, I believe that putting a child on time out or sending the child to the principals office is a temporary fix. The child may learn to like being on time out or sent out of the classroom because it gives them that freedom and they get away with what they are supposed to be doing in the classroom in the mean time. I think the teacher should have a better way of transitioning to different centers but giving warnings. Maybe that could change the way why the child doesn't want to go to the reading center. Also, instead of sending the child on time out the teacher should talk to the student and see what is going on and what is bothering them that causes such behavior. Talking it through may be a way to avoid difficult behaviors. |
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| Reply from Betsy Uda posted on May 13th 2014 |
| The first factor I would look at is how is the environment set up, have relationships between Jake and the teacher been established? Is there a solid schedule that meets the child's needs not the adults ? are the transitions within the schedule predictable for the children ?
As far as behavior interventions, I would not send him to the office because that only reinforces the behavior. Any behavior in a person, is attempt to gain something or avoid something ...I would track what causes the behavior, what happens during the behavior and what happens after the incident to try and understand the reason for the behavior.
I would then work with Jake to develop strategies and solutions for this behavior. |
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| Reply from Betsy Uda posted on May 13th 2014 |
| The first factor I would look at is how is the environment set up, have relationships between Jake and the teacher been established? Is there a solid schedule that meets the child's needs not the adults ? are the transitions within the schedule predictable for the children ?
As far as behavior interventions, I would not send him to the office because that only reinforces the behavior. Any behavior in a person, is attempt to gain something or avoid something ...I would track what causes the behavior, what happens during the behavior and what happens after the incident to try and understand the reason for the behavior.
I would then work with Jake to develop strategies and solutions for this behavior. |
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| Reply from Gee Lor posted on May 9th 2014 |
| I think the teacher could have taken a more cautious approach when transitioning to the reading center to accommodate Jake's behavior if its a reoccurring behavior. For instance, the teacher could announce to the class five minutes prior to the transition to prep the students to get ready for the reading center, that way the teacher can keep a close eye on Jake's reaction and direct Jake if necessary. In Jake's situation, the teacher should find the root cause that triggers Jake's behavior and I think it is important for the teacher to have a meaningful conversation about the consequences of hitting others by mentioning how it can hurt them physically and emotionally, and try to make Jake understand that hitting others does not solve any problems he may be dealing with. Instead, encourage him to express his feelings with words and acknowledge his good behaviors. I think these methods are more effective in the long run to reinforce positive behaviors instead of time-out and sending Jake to the Principal's office. |
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| Reply from Amberly Seelapasay posted on May 8th 2014 |
| Ignore my previous post.
In Jake’s example, an important factor that should be addressed is to figure out why Jake dislike’s reading so much. Maybe he is struggling and feels incompetent in that area. Even as adults, we don’t like to participate in things we aren’t good at and I think it’s important for educators to keep that in mind. If Jake has displayed a strong dislike for reading before, the teacher should take the initiative and help Jake with reading. Maybe during reading time, the teacher can sit down with Jake, figure out his interests, and find books that are related to what he likes. Time out does not seem to be beneficial for Jake because he gets what he wants in the end—to not read. Another thing that should be addressed is how Jake released his anger by hitting another student. The teacher should have a talk with Jake to reinforce appropriate behavior expectations in class. The teacher needs to let Jake know that his behavior is not accepted because hitting jeopardizes the safety of another student. Jake needs help with self-management and coping skills and the teacher can teach Jake different strategies and skills to use so that it prevents him from acting out again. |
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| Reply from Amberly Seelapasay posted on May 8th 2014 |
| In Jake’s example, an important factor that should be addressed is to figure out why Jake dislike’s reading so much. Maybe he is struggling and feels incompetent in that area. Even as adults, we don’t like to participate in things we aren’t good at and I think it’s important for educators to keep that in mind. If Jake has displayed a strong dislike for reading before, the teacher should take the initiative and help Jake with reading. Maybe during reading time, the teacher can sit down with Jake, figure out his interests, and find books that are related to what he likes. Time out does not seem to be beneficial for Jake because he gets what he wants in the end—to not read. Another thing that should be addressed is how Jake released his anger by hitting another student. The teacher should have a talk with Jake to reinforce appropriate behavior expectations in class. The teacher needs to let Jake know that his behavior is not accepted because hitting jeopardizes the safety of another student. Jake needs help with self-management and coping skills and the teacher can teach Jake different strategies and skills to use so that it prevents him from acting out again.A strategy I use to bolster children’s literacy development is I participate in shared reading, play word-rhyming games, and I ask children about what happens in stories while reading.
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| Reply from Breanna Burton posted on May 8th 2014 |
| I have also experienced similar situations to those described above. I have tried many methods in dealing with these types of situations. As an educator, I have come to realize it is important to understand the reason for the child's behavior in order to find the best possible solution that is in the child's best interest, not mine. This involves looking at the bigger picture and may require action that is not convenient for me, but that ultimately teaches the child a valuable life lesson. Thus, putting the child in time or even taking the child to the principle's office are not likely to be viable options for changing the child's behavior in the future. Yes, it may temporarily "fix" the issue and it may allow the teacher to continue on without interruption, but what does the child actually learn? Because the root of the issue was not actually addressed, the child's behavior cannot effectively be changed, at least not long-term. At best, Jake will learn to be more sneaky next time he misbehaves, as to avoid receiving a punishment. Instead, having a conversation to Jake about the consequences of his actions could be a more effective approach in the long run. This experience could be a great teaching moment to talk about emotions and how hitting someone can really hurt someone's physical body as well as their feelings. This experience could be an opportunity to ask Jake how he feels when someone hurts him. This may also be the opportunity to learn why Jake acted out the way he did. Maybe Jake reveals that he felt angry that the classmate sat in his spot. The teacher could then explain that when we feel angry, using our words to communicate can be an effective and appropriate way to express how we are feeling, versus resorting to aggressive means. Will these conversations prevent Jake from hitting tomorrow? Maybe not...but over time Jake will come to understand the connection between his actions and the natural consequences that follow (such as peer rejection). This approach takes consistency, time, effort, and is NOT the most convenient approach...but it is the most effective in the long run. This approach helps raise up a generation that considers others above themselves and ultimately produces socially and emotionally competent adults. |
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| Reply from Monica Ogaz posted on May 7th 2014 |
| I have encountered this situation before as a substitute teacher, and I found it hard as a teacher to find a positive way to address these situations that do rise up. If Jake in this case had done so in my presence this unfortunate expression of anger, I would quietly pull Jake aside and ask him, Why he is so upset? I don\'t believe timeout works for all students, especially ones like Jake. I would ask him if he could think of a better way to address how he is feeling, instead of striking an innocent classmate who is standing by. After a little bit of talking, and an allotted wait period of three minutes, I would ask Jake if he is ready to apologize to his classmate, and if he is also ready to participate again within the activity. If his response was still a no and with anger I would try even a more different approach. Maybe ask him to sit down and write down why he feels the way he does and to ask him to explain with a picture or a few sentences if he could what was going through his mind when he chose to hit his classmate. |
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| Reply from youth posted on May 5th 2014 |
| In Jakes situation, it is difficult to not be upset that he hit a classmate. It it especially important to address the situation at hand first such as, is the child who got hit hurt, address to Jake how unpleasant it is. Second I don't think timeout or going to the principles office will help if the child is too young to understand or wants to leave the classroom. Therefore, as mentioned before, this form of consequence can be rewarding. Instead, I think it is a good idea to have Jake spend some time alone way from other children while still participating with the activity. It benefits Jake by including him the the class activities regardless of his behavior. He will learn that misbehaving will not get him out of doing an activity that he doesn't like, and serves him no purpose to have to sit along doing the reading activity. Sending him to the principles office in inherently disadvantaging Jake, because he will not be learning. I believe that the goal at the end of the day is to have all children participate. If they need accommodation to calm down or focus, time along is good enough. |
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| Reply from Janessa posted on April 23rd 2014 |
| Jake in my opinion has discovered that by being sent to timeout or to the principal's office he does not have to participate in reading centers. I think that instead of removing him from the activity altogether, the teacher should try removing something that he enjoys. Perhaps, Jake could have less recess time, or something along those lines. The teacher could also try informing Jake of the transition like 5 minutes prior to the start of the transition that way he can get his mind set on the fact that circle time is ending soon. The teacher may also want to try using Jake as a helper maybe he could pick the story for the day. |
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| Reply from Bernardina Garcia posted on April 22nd 2014 |
| As mentioned above by trying to eliminate a bahavior, sometimes it is reinforced. Jake dislikes reading, he probably already learned if he does something inapropriate he will be sent to time. This explains he conduct if he does not want to read or participate in something he does not like, he will get in trouble so he can be sent to time out and not participate in such activities that he does not enjoy. Therefor I believe such disciplinary method as time out is not adecuate because the children are not getting anything out of it. Instead they are falling behind because they are not participating in activities that will helping their learning. |
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| Reply from Amanda Huynh posted on March 8th 2014 |
| As stated above, it is important to address Jake’s dislike for reading time. His behavior could be classified as a reason for his trying to avoid reading. Jake’s avoidance is something that needs further investigation because it hints at motivation issues. Jake’s misbehavior due to the switch in activity from circle time to reading time shows that he highly dislikes and his not motivated to read. He dislikes reading to the point that he would rather be sent to the principal’s office than to perform the task. Due to his seemingly high dislike for reading, it would be wise to slowly ease the task into Jake’s life. Rather than immediately telling him he has to read a certain amount of pages or a specific book, the teacher may intervene by telling him he can choose his favorite picture book that has no words, assuming that he dislikes reading due to the high amount of words. Slow implementation of the required task would help to assist Jake’s compliance with the task. In addition to slow implementation, the teacher may also implement reading through age-appropriate creative ways of making it fun in order to encourage Jake to enjoy it. Another element to add on to encouraging Jake’s reading is to have his parents be involved in the learning as well. We previously discussed about how there are discrepancies between school teachings and home teachings. As such, it may be useful to synchronize Jake’s school and home teaching methods in order to consistently encourage his desire for reading. |
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| Reply from Olivia Briceno posted on March 4th 2014 |
| In this example, the important factors that should be addressed are reading as a challenging academic task for Jake, and his negative behavior in the classroom. Some positive behavior interventions as a teacher could be pulling Jake to the side and giving him consequence versus choice. In this case his consequence was to go take a time out or go to the principles office, which was mentioned could also be what he wanted in order to prolong reading. This would not be a good positive intervention for him because Jake would get his way and therefore reinforce his negative behavior by getting out of reading. By giving him choices, the teacher will be control, but will make Jake think he is making the decisions. An example would be, "Jake you can go to the reading center or you can read during recess?" Ultimately he may not like either choice, but he will need to make the decision and this will also allow him one on one time with the teacher. It will also be important for the teacher to address his aggressive behavior during this time and consult the parents for further consequences. |
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| Reply from Erin Hammer posted on February 28th 2014 |
| Hopefully based off of observations and testing, the teacher would be aware that Jake is struggling with Reading. And that as a result he is using inappropriate behavior to avoid an unpleasant task. If the teacher continues to use time-outs not only will they become an ineffective consequence but Jake will fall even farther behind. If I was Jake's teacher I would try to better prepare him for transitions, let him know when they are coming and what behavior is expected. I would also implement some supplemental reading exercises so that he could catch up, and feel more confident about his reading skills so that he would not approach the subject with unacceptable behaviors. |
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| Reply from Macy Gomez posted on February 23rd 2014 |
| If the behavior only occurs during the transition between circle time and reading time then it is clear that Jake is having a hard time with transitions or he doesn’t enjoy reading and may have a difficult time with reading centers. The factors that should be addressed is Jake’s reading skills and his misconduct in the classroom. One positive behavior interventions would be that instead of punishing Jake for his misbehaving by sending him on time out or sending him to the principal’s office the teacher should work with him one on one with his reading. This will give him the adult attention he wants and also help with his reading. If having the extra attention embarrasses Jake then it could change his bad behavior during transitions. I would also recommend changing the time of the time out, instead of doing a time out during reading centers, the time our should be during recess or free play. |
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| Reply from Alexis Dixon posted on February 23rd 2014 |
| In Jake's example, the factors that should be addressed include the use of a time out as a modification of the behavior, when in actuality it is quite likely that the time out is reinforcing Jake to act unruly so as to avoid partaking in reading, an activity with which he struggles.Both environmental factors, including the activity that is occurring before and after Jake's behavior, as well as the teacher's response to Jake's behavior, that of a time out, are important to identify as key figures in this situation. I would recommend that the teacher alter the timing of Jake's consequence, in that his consequence takes place after Jake has participated in reading centers, perhaps during an activity or event that Jake appears to value. In this way, if Jake's negative behavior is resulting from his desire to avoid reading then Jake will likely stop behaving poorly so that he can participate in the activity or event that he enjoys instead of being in time out as a result of his poor behavior. |
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| Reply from Megan Laughlin posted on February 20th 2014 |
| The important factors that need to be addressed in Jake's example are the fact that he protested leaving circle time and the fact that he hit his classmate. I would recommend getting down to his level and saying that we don't hit our friends and show him how he made his classmate feel. |
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| Reply from Megan Laughlin posted on February 20th 2014 |
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| Reply from oscar brambila posted on February 16th 2014 |
| The obvious answer is Jake's reading skills and what about it makes him act out in order to not have to face reading centers. I recommend a sit down with him to discuss his fear and intimidation towards reading centers and how you as a teacher can make his experience a positive one. I would also make reading centers a volunteer only so he doesnt feel obligated to have read and can feel comfortable and read when he is ready. But definitely encourage him to take that step forward and push him to read more at home and give him literature to read. |
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| Reply from Valeriya posted on February 12th 2014 |
| The teacher should most definitely recognize that there is a reason for Jake's reaction to acting out before being assigned to a reading. Perhaps before the entire scenario, happens again, absolutely have a one on one conversation with Jake to figure out his problem and as seemesly try to help him get through it, whether it being one on one reading with him. Introducing him to something with more pictures at first so it is more appealing to him. Or sometimes we as teacher have to take a step back and make the reading activity more simple and fun not just for the child but also for the entire class, (since sometimes having one on one is not always a possibility with a high ratio and no assistant teachers) so by just introducing flash cards with words and pictures to all the children and allowing all of them to participate in answering what is written there and later show the picture to confirm to what is read.
Teachers have to always keep in mind that positive approaches are always better off for their students rather than negative short term punishment.
As for the factors that should be addressed is by taking action of turning to Jake and asking him how it would make him feel if someone hit him and making him apologize to his negative actions. |
| Reply to the original post | Reply to this comment from Valeriya |
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| Reply from Irina Kalyuta posted on February 12th 2014 |
| I think that the teacher needs to address Jake's reading skills. It seems like what caused the behavior was the announcement the teacher gave what will be the next activity. To help Jake transition, the teacher could possibly have him be a helper. For example, maybe he could bring books to the groups and then join the rest of the group for the reading activity. In addition, once everyone are reading, maybe the teacher can have a one-on-one conversation with Jake about what is the reason for not wanting to do the activity and what could be changed in order for him to be more involved. I think that if Jake would give the steps what could be changed in order for him to do the activity, he would be more likely to follow those steps and do the activity. The teacher can remind him about the steps they came up with. |
| Reply to the original post | Reply to this comment from Irina |
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| Reply from Laura posted on February 11th 2014 |
| Some important factors that need to be addressed is Jake's reading. He probably needs more assistance in this field and needs to maybe have more one on one time with a teacher or teacher assistant. Maybe the teacher could make reading centers a little more attractive to the children. Maybe give it a cool name and make the child interested in going to that center. I do not think that Jake should have been on time out because that is encouraging him to hit again to get out of reading centers. I think he needs to have a conversation with the teacher about what really is going on. |
| Reply to the original post | Reply to this comment from Laura |
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