3 hours agoColette Hironimus Functional Behavior AssessmentCOLLAPSE
I am in a Kindergarten class with a 5 year old. One challenging classroom behavior such as excessive talking can be a distraction. One way I would try and get this from happening in the classroom and to count the behavior is I would have the students self-monitor themselves. To accurately count behavior, we first must decide precisely what it is we are going to observe (Maag, 2018). The way I would do this maybe for Kindergarten class is a sticker chart. Self-monitoring can also be used to show students how they are acting in a negative manner (Ackerman, 2007, p. 33). I feel like if the student knows they are in control and they are going to possibly get rewarded after doing well so much, they will decrease the disruptive behavior. It is most important for teachers to empower (the e in PRAISE) students to manage their own behavior (Ackerman, 2007, p. 31).
One strategy for graphing this behavior would be to see how long it takes the student each time to excessively talk when the teacher is lecturing. Graphing behavior in this fashion provides several useful pieces of information (Maag, 2018, Chapter 1, p. 2).
Titus 2:11-12:“God has shown us how kind he is by coming to save all people. He taught us to give up our wicked ways and our worldly desires and to live decent and honest lives in this world.” I chose this verse because as a teacher, we should want to help each of our students. If there is a challenging behavior going on in class, the teacher is required to help assist that child with whatever she or he has to do.
Ackerman, B. (2007). P.R.A.I.S.E. -effectively guiding student behavior. Colorado Springs: Purposeful Designs Publications.
Maag, J., W. (2018). Behavior Management: From Theoretical Implications To Practical Applications. Boston: Cengage Learning.
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