Rubric for filed experience report.

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timer Asked: Nov 17th, 2016

Question description

I visited the School, I did not notice any behavior in a specific child. Can you guess my answer from you or from the Google of anything, As an example in PowerPoint. Also, draw a first grade class.

I student international , My country Saudi Arabia .

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Effective Interpersonal Communication & Conflict Resolution Dr. Jen Christman Agenda • • • • • • • Question of the day… favorite breakfast? Collect Reading Reflection 4 Effective Communication Conflict Resolution Parent Interview Questions Reading Reflection 3 was due 11/5 Reading Reflection #5 – • Personal reflection on collaboration, my personal strengths, my weaknesses, a goal for myself in collaboration and how can I use what I have learned this semester/compare to home country collaboration • Next week...Global Collaboration and Final Review, Reflection #5 due Interpersonal Communication • Means by which a person conveys a message to another person or group of people • Exchange of information • Speaker sends info (verbally and nonverbally) and another person receives it • Successful if receiver understands communication • Verbal communication- words or spoken language • Non verbal communication- cues, appearance, body language, body movement, facial expressions, posture, personal space (can even be sign language) • Easy to misunderstand • Mediated communication- communication through electronic devices (email, text messages, social media, video conferencing) • Does not have benefit of nonverbal cues • Face to Face Communication- direct interpersonal communication • Partners in the same space at the same time Successful direct communication • Relies on solid, clear command of language and appropriate word choice • Vocabulary, pronunciation and grammar Active Listening • Without listening, communication can’t happen • Not just hearing • Hearing but also paying attention to the message and trying to understand the message • Hear a message, interpret the message, reflection upon the message, and provide feedback to the speaker • Shows that thoughts, ideas and feelings of the speaker are important • Builds relationships 6 steps to active listening • 1. focus on the speaker • 2. be open and receptive to the message • 3. reflect and paraphrase • 4. ask questions to clarify • 5. summarize main idea • 6. reply Barriers to active listening • Practice • Open mind • Distractions • Impersonal mediated communication • Think of these barriers as they relate to teacher collaboration. Share thoughts! Nonverbal cues and communication • Does not involve words or language (unless sign language) • Primary communication of emotions, moods, sarcasm and attitudes • Can be intentional or unintentional When things go awry Managing conflict •“ Peace is not absence of conflict, it is the ability to handle conflict by peaceful means.” • - Ronald Reagan Managing conflict • An invaluable skill • Develops over time • Confidence • Experience • Practice • Conflict can be constructive or destructive Not resolving conflict… • Wastes time • Is expensive • Lead to poor decisions • People leave • Avoidance • Lose motivation • Miss work 3 parts of conflict •Stance •Interests •Needs Steps to Managing Conflict • People must agree to negotiate • Gather various points of view • Find common interest • Create win win options • Evaluate options • Reach an agreement Who is responsible • Leaders must step in • In-service ? Conflict resolution • Modeling from veteran conflict resolvers School and Family conflict • IDEA • Due process • Mediator – impartial third party Activity… • http://www.truity.com/test/type-finder-research-edition • Take a personality test • Learn about your personality • What does that tell you about your style of communication?
BEHAVIOR MANAGEMENT DR. CHRISTMAN EDT 513/514 AGENDA 10/12/16 • FIELD WORK AND EXPECTATIONS • WHAT DO WE KNOW ABOUT CONSCIOUS DISCIPLINE? • BEHAVIOR MANAGEMENT IN THE CLASSROOM • FBA • REPLACEMENT BEHAVIORS • REINFORCEMENT • TIME OUT • NEXT WEEK…COMPUTER LAB FH 682 Nonlicensure students: Licensure students: - - - Spend 20 hours in placement Sketch room design Complete ECRES Implement behavior management project (at a minimum of baseline, 3 trials, pseudo data after that is acceptable) Provide a copy of classroom schedule. How are transitioned handled? Turn in a 3-5 page reflection due - - 3 hours at PVN NEXT WEEK! sketch room design Complete Early Childhood Science/Nature Environment Rating Scale Identify one student who could use a visual support, create the visual Behavior Management Plan (not implemented) Explain the following terms as they relate to education: o Interactive o Engage o Foundation o Comprehensive o Developmentally Appropriate Practice o Interaction o Differentiated instruction o Environment o Motivation o Assistive technology o Inclusion Compare the education system here in the United States to the education system in your home country Turn in a 3-5 page reflection. CONSCIOUS DISCIPLINE • COMPREHENSIVE SOCIAL AND EMOTIONAL INTELLIGENCE CLASSROOM MANAGEMENT PROGRAM THAT EMPOWERS BOTH TEACHERS AND STUDENTS • FOSTERS THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENTS • TEACHERS ARE EMPOWERED • TEACHERS NEED TO HAVE AN UNDERSTANDING OF BEHAVIOR CONSCIOUS DISCIPLINE • LEADS TEACHERS, PROVIDERS, SCHOOLS AND PROGRAMS THROUGH A PROCESS THAT PROMOTES PERMANENT BEHAVIOR CHANGES IN BOTH TEACHERS AND CHILDREN • MOVING AWAY FROM COMPLIANCE TO BEHAVIOR BASED ON POSITIVE RELATIONSHIPS • FOCUS NOT ON FEAR (TOO OFTEN, FEAR IS USED TO TEACH DISCIPLINE) • KEY IS A SENSE OF COMMUNITY 7 BASIC SKILLS OF DISCIPLINE • COMPOSURE : BECOMING THE PERSON YOU WANT CHILDREN TO BE. • ENCOURAGEMENT : BUILDING A SCHOOL FAMILY. • ASSERTIVENESS : SAYING “NO” AND BEING HEARD. • CHOICES : BUILDING SELF ESTEEM AND WILL POWER. • POSITIVE INTENT : CREATING TEACHING MOMENTS. • EMPATHY : HANDLING THE FUSSING AND THE FITS. • CONSEQUENCES : HELPING CHILDREN LEARN FROM THEIR MISTAKES. SO WHAT ARE WE GOING TO DO ABOUT THIS… • CHALLENGING BEHAVIORS IN EARLY CHILDHOOD- YOU TUBE EXAMPLE CRITICAL CONCEPTS OF BEHAVIOR MANAGEMENT • ALL BEHAVIOR IS LEARNED. ADAPTIVE AND MALADAPTIVE • LEARNING OCCURS AS CONSEQUENCE OF BEHAVIOR ISR VIDEO EXAMPLE • BEHAVIOR + PLEASANT CONSEQUENCES = REPEATED BEHAVIOR • BEHAVIOR + UNPLEASANT CONSEQUENCES = NOT REPEATED/NOT LEARNED REINFORCEMENT • POSITIVE REINFORCEMENT • DEMONSTRATED WHEN A BEHAVIOR IS FOLLOWED BY PRESENTATION OF A CONSEQUENCE THAT INCREASES THE FUTURE OCCURRENCE OF THE BEHAVIOR • NEGATIVE REINFORCEMENT • DEMONSTRATED WHEN A BEHAVIOR IS FOLLOWED BY THE REMOVAL OF A CONSEQUENCE THAT INCREASES THE FUTURE OCCURRENCE OF THE BEHAVIOR • REINFORCEMENT...ALWAYS INCREASES BEHAVIOR! FUNCTION • THE FUNCTION OF THE BEHAVIOR IS TO MAKE A DESIRED CHANGE IN THE ENVIRONMENT • IF ENGAGING IN THE BEHAVIOR RESULTS IN THE CHANGE THE STUDENTS WANTS, THERE IS AN INCREASED PROBABILITY THAT SHE WILL ENGAGE IN THE BEHAVIOR AGAIN • JUST LOOKING AT THE TOPOGRAPHY OF THE BEHAVIOR (WHAT IT LOOKS LIKE, FREQUENCY, DURATION, ETC.) IS NOT GOING TO CHANGE THE BEHAVIOR FUNCTION • THE SAME BEHAVIOR EXHIBITED BY 2 DIFFERENT STUDENTS MAY BE MAINTAINED FOR DIFFERENT REASONS • IT IS UNLIKELY THAT ANY SINGLE INTERVENTION WILL HAVE THE SAME EFFECT ON BEHAVIORS PERFORMED FOR DIFFERENT REASONS • TEACHERS OFTEN FIND THAT AN INTERVENTION ELIMINATES AN INAPPROPRIATE BEHAVIOR FOR A SHORT TIME BUT THAT THE BEHAVIOR SOON REAPPEARS- THIS HAPPENS WHEN AN INTERVENTION IS USED TO SUPPRESS BEHAVIOR 6 FUNCTIONS OF BEHAVIOR • GAIN A TANGIBLE • GAIN ATTENTION • GAIN SENSORY STIMULATION • ESCAPE ATTENTION/INTERACTIONS • ESCAPE TASKS • ESCAPE PAIN/DISCOMFORT DETERMINE THE FUNCTION WHY DOES HE DO THAT? • FUNCTIONAL BEHAVIOR ANALYSIS (FBA)- THE PROCESS TO IDENTIFY THE FUNCTION OF A CHALLENGING BEHAVIOR, PROBLEM SOLVING PROCESS • COLLECTING INFORMATION TO ANSWER “WHY DOES THIS PROBLEM OCCUR?” • HELPS IN WRITING A POSITIVE BEHAVIOR PLAN • 1. CLEARLY STATE THE BEHAVIOR TO CHANGE • 2. WHERE DOES THE BEHAVIOR OCCUR? WHERE DOES IT NOT OCCUR? • 3. COLLECT DATA • 4. DEVELOP A HYPOTHESIS (I THINK IT HAPPENS BECAUSE…) • 5. IDENTIFY A REPLACEMENT BEHAVIOR • 6. TEST YOUR HYPOTHESIS • 7. COLLECT DATA CLEARLY STATE THE BEHAVIOR TO CHANGE • DEFINE THE TARGET BEHAVIOR- THE BEHAVIOR TO CHANGE • WHAT DO YOU WANT THE STUDENT TO DO? (ALWAYS WRITTEN POSITIVELY) • A – AUDIENCE - WHO? IDENTIFY THE LEARNER • B – BEHAVIOR- WHAT DO YOU WANT HIM TO DO? • C- CONDITIONS- UNDER WHAT CONDITIONS OR SITUATIONS? • D- DEGREE- TO WHAT EXTENT? CRITERIA FOR ACCEPTANCE SMART • S- SPECIFIC • M- MEASURABLE • A- ATTAINABLE • R- REALISTIC • T- TIME TIED EXAMPLES • AIDEN WILL BE ABLE TO REMAIN IN HIS SEAT FROM 9:00-9:20 MONDAY THROUGH FRIDAY FOR 5 CONSECUTIVE DAYS, UNLESS GIVEN PERMISSION TO LEAVE SEAT FROM ADULT. • WHEN UPSET, SHAWNA WILL PRESENT AN ADULT WITH HER “BREAK CARD”, REMOVE HERSELF FROM THE SITUATION AND WALK TO THE QUIET ROOM FOR 10 MINUTES. WHERE • WHERE DOES THIS BEHAVIOR OCCUR? • WHERE DOES IT NOT OCCUR? • WHO IS AROUND? • SETTING EVENTS! (ANTECEDENT) COLLECT DATA HYPOTHESIS • DEVELOP A HYP0THESIS … (THIS BEHAVIOR IS HAPPENING BECAUSE...) • REPLACE THE BEHAVIOR (REPLACEMENT BEHAVIOR MUST SERVE SAME FUNCTION) • TEST! • COLLECT DATA •DID IT WORK? REPLACEMENT BEHAVIOR? • WHAT BEHAVIOR IS MORE APPROPRIATE BUT SERVES THE SAME FUNCTION? • GAIN A TANGIBLE • GAIN ATTENTION • GAIN SENSORY STIMULATION • ESCAPE ATTENTION/INTERACTIONS • ESCAPE TASKS • ESCAPE PAIN/DISCOMFORT REINFORCEMENT • PRIMARY REINFORCERS • OBJECT ITSELF IS REINFORCING (FOOD, MUSIC, TOY) • SECONDARY REINFORCERS • REPRESENTS SOMETHING THAT IS REINFORCING (STICKERS, HOMEWORK PASS, POINTS, SPECIAL SEAT IN CLASS) • MUST BE CONTINGENT UPON BEHAVIOR OCCURING • MUST BE PRESENTED IMMEDIATELY FOLLWING BEHAVIOR • REINFORCEMENT MUST BE… • CONTINGENT UPON BEHAVIOR! • IMMEDIATE! REINFORCEMENT • TOKEN SYSTEM- SYMBOLIC REPRESENTATION EXCHANGEABLE FOR ITEM OR ACTIVTY OF VALUE • SOCIAL REINFORCERS- SMILES, PRAISE, LUNCH WITH THE TEACHER • CONTRACTING – WRITTEN AGREEMENT … I DO THIS, YOU DO THIS! SIGNED AND PREMANENT PRODUCT REINFORCEMENT • REINFORCE WHEN THEY DO THE BEHAVIOR LESS FREQUENTLY • REINFORCE WHEN THEY DON’T DO THE BEHAVIOR • REINFORCE WHEN THEY DO OTHER BEHAVIORS • GIVE REINFORCEMENT AT NON CONTINGENT TIMES TIME OUT • NON-EXCLUSIONARY TIME OUT – NOT REMOVED FROM INSTRUCTIONAL SETTING, DENIES STUDENT ACCESS TO REINFORCEMENT • EXCLUSIONARY TIME OUT- REMOVING THE STUDENT FROM AN ACTIVITY, DENYING ACCESS TO REINFORCEMENT • SECLUSIONARY TIME OUT- VERY CONTROVERSIAL, YOU MUST HAVE PERMISSION AND GOOD DOCUMENTATION AS TO WHY
Foundations of Behavior Management Dr. Christman EDT 513/514 •“ To understand, predict and change human behavior, we must first understand how human behavior works” Critical questions… • why do people act the way they do? • why do some people act socially “appropriate” and others do not? • plethora of theories as to “why” • does it depend on the framework/lens to which we are viewing? • our goal...attempt to identify how people are most likely to behave under certain circumstances Critical concepts… • All behavior is learned. Adaptive and maladaptive • Learning occurs as consequence of behavior ISR video example • Behavior + pleasant consequences = repeated behavior • Behavior + unpleasant consequences = not repeated/not learned •ANY BEHAVIOR THAT CONTINUES OVER TIME, IS BEING REINFORCED! Reinforcement! • Positive reinforcement • Demonstrated when a behavior is followed by presentation of a consequence that increases the future occurrence of the behavior • Negative reinforcement • Demonstrated when a behavior is followed by the removal of a consequence that increases the future occurrence of the behavior • REINFORCEMENT...always increases behavior! Key Terms… • Punishment • Behavior is followed by a consequence that decreases the behavior’s future rate of occurrence • Only occurs when behavior decreases • Extinction • Relationship established when previously occurring behavior is no longer reinforced and the rate of occurrence decreases • critical to wean off reinforcement In order to change behavior, we must… •1. Identify setting events •2. Identify the function of the behavior Setting Events • Social, physiological, environmental • Can occur immediately prior to behavior or hours/days prior • Temporarily change the value/effectiveness of the reinforcer • Deprivation vs. satiation • Ethnic/cultural influences •Why does she do that? = What is the function of the behavior? • The function of the behavior is to make a desired change in the environment • If engaging in the behavior results in the change the students wants, there is an increased probability that she will engage in the behavior again • Just looking at the topography of the behavior (what it looks like, frequency, duration, etc.) is not going to change the behavior • The same behavior exhibited by 2 different students may be maintained for different reasons • It is unlikely that any single intervention will have the same effect on behaviors performed for different reasons • Teachers often find that an intervention eliminates an inappropriate behavior for a short time but that the behavior soon reappears- this happens when an intervention is used to suppress behavior 6 Functions of Behavior • Gain a tangible • Gain attention • Gain sensory stimulation • Escape attention/interactions • Escape tasks • Escape pain/discomfort Examples • attention seeking toddler tantrum https://www.youtube.com/watch?v=0T2R8pTpcoo • gain a tangible • Shut the kid up in the grocery cart by giving him a lollipop • sensory stimulation SIB, “stimming” • escape from attention is sick to go the nurse during oral read aloud in reading class • escape from task behavior https://www.youtube.com/watch?v=CeTaGrw7IuU • escape from pain • have a headache, acting out
EDT 513/514 Field Experience Project Non- Licensure Students 150 points 0 3 hours completed Sketch of room 5 Did not meet expectation of 3 hours Missing sketch, sketch is sloppy, sketch is missing critical components of classroom Early Childhood Science/Nature Environment Rating Scale Visual support Early Childhood Science/Nature Environment Rating Scale not complete or incomplete Behavior Mgt. Plan Student Profile/Pertinent Info. Missing more than 3 pieces of information Behavior Mgt. Plan: Describe the problem A problem behavior is not identified No visual provided 3 hours completed Sketch is complete Sketch is drawn on computer or it is clear that a ruler was used for straight lines/edges Early Childhood Science/Nature Environment Rating Scale complete Visual turned in but not complete or not supporting a problem Opinion based Lacking Clarity Missing/incomplete 1-3 pieces of information The problem behavior identified is incomplete or not related to the student Behavior Mgt. Plan: Ethical Practice Behavior Mgt. Plan: No target behavior identified 10 Missing 1-2 components of a complete, SMART objective Visual created and could be used to help student Describes student in factual, clear manner, uses professional language, includes information on grade and other personal information (if known) Problem behavior is stated and linked to the student’s performance Believes all students have potential, chose behavior that is attainable and realistic for the student, evidence in ethical practice in intervention procedures SMART ABCD More than 3 errors or omissions in completion or SMART components Behavior not socially significant No rationale as to why this behavior should be changed Rationale incomplete Behavior not linked to area of concern Socially significant behavior Rationale explained Missing 2 or more answers to provided questions Missing answers to one of the provided questions Information provided regarding where the behavior occurs and doesn’t occur and who is around when the behavior occurs. Missing or incomplete definitions for more than 2 terms Missing or incomplete definitions for 1-2 terms 11 terms defined Comparison of educational system in USA vs. home country Comparison is missing Comparison is based on opinion rather than fact Comparison is not thoughtful Evidence of proof-reading support Professionally written, terminology, language, clear No evidence of writing support Comparison is thoughtful Comparison discusses factual information about the USA system and the home country system Evidenced with Write Place email 1-3 errors Free of grammatical, spelling and mechanical errors Written as a teacher 3-5 pages Target Behavior Behavior Mgt. Plan: Rationale for selection of behavior Behavior Mgt. Plan: Where does the behavior occur? Where does the behavior not occur? Who is around when the behavior occurs? Defined 11 terms More than 3 errors
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