Module+(1&2+Qs)+due+April+18

Lara Sokolowski April 18, 2011

Module 1:


 * 1) 1. Discuss three advantages of using a self-directed behavior strategy rather than using a teacher-directed behavior one.

- Self-directed behavior strategies not only free up the teacher's time by directly involving the student in the more time-intensive step of monitoring his or her behavior - Provide immediate feedback for the student - Encourage student responsibility - Empower the student - Encourage self-control - Teach valuable life skills


 * 1) 2. Give two examples of behaviors for which self-regulation would be an appropriate choice for a teacher to use. Explain why they are appropriate.

-The teacher wants to limit the number of times a student raises his hand in class. He is an appropriate candidate for a self-regulation strategy because he is able to control his behavior, it is easily observed, he has the necessary skills, and the problem behavior occurs frequently.

- A student who gets in trouble every day in class because she is often staring out the window and daydreaming instead of listening to the teacher would be a good candidate for a self-regulation strategy. She is able to control the behavior, it is easily observed, she has the necessary skills, and the off-task problem behavior occurs frequently.


 * 1) 3. Give two examples of behaviors for which self-regulation would NOT be an appropriate choice for a teacher to use. Explain why they are not appropriate.

-A student who gets into a fight almost every day at school would not be a good candidate for self-regulation because his problem behavior is impulsive or out-of-control and it does not occur frequently during a given time period.

-A cognitively disabled student who frequently screams out during class time is not a good candidate for self-regulation. He is not in control of the problem behavior and may not have the necessary skills to perform the target behavior (not screaming out).


 * 1) 4. Discuss the advantages of each of the four strategies highlighted in this module.

Self Monitoring

Increases or decreases the frequency, intensity, or duration of existing behavior Saves teachers’ time monitoring students’ behavior More immediate feedback to students Engages students Facilitates communication between students and parents Incorporates academic and social skills Increases students’ awareness of own behaviors

Self Instruction

Utilizes teachers’ time efficiently Provides students with an element of control over their learning Requires a minimal amount of time to maintain skills once they are developed

Goal Setting

Offers structure by specifying a target goal Provides feedback on progress Motivates performance

Self Reinforcement

Provides substantial improvement in performance Actively involves students in their learning environment Serves to teach a skill beneficial to independent adult living Creates greater changes than teacher imposed rewards

Module 2


 * 1) 4. How can procedures that are well developed and specifically taught reduce behavior problems?

If a classroom management plan is well developed and specifically taught it should reduce behavior problems in the classroom. The reduction of behavior problem results for a few reasons. First, the plan should be developed with an understanding of the cultural influences the students are bringing into the classroom. Having this understanding will show that the teacher is aware of how his or her students may act in class and react to their peers or him or her. This understanding then should be reflected in the purpose statement, expectations, rules and procedures. Secondly, there should be reduced behavior problems if teachers specifically teach the plan. Then. students will know what is expected of them and how procedures and policies work in the classroom. This should then result in more self-monitoring and instruction to prevent students from participating in behaviors that cause problems in the classroom.

Module 2:

** 1.) **** Why is it important to have a classroom management plan? What are the most important elements that your plan should include? **  It is important to have a classroom management plan to inform students what is expected of them: Rules, how the classroom is run (procedures), and what the consequences will be if the expectation is not met.    A classroom management pan should include:    1.) Statement of purpose 2.) Rules & Expectations   3.) Consequences 4.) Procedures   5.) Action Plan 6.) Understanding of Cultural Influences on Behavior  ** 2.) **** A **** t the beginning of this module, you learned about six key assumptions that are critical for a comprehensive classroom management system. Pick two that you think a beginning teacher like Ms. Rollison might have difficulty following and develop some strategies to help her to determine whether she is following these guidelines. **  The most important on the six key assumptions is to be persistent and consistent. In order for students to behave well they must know that the consequences are the same every time a rule is broken. The same procedure must be followed. The best way to deal with problem behaviors is a warning followed by an explanation as to what rule has been broken. The warning must be firm and anger-free, always use a soft tone. The soft tone allows for less confrontation on the part of the student. Always follow the warning with a reason, what rule was broken and what expectation was not met. This leads to the consequence, which must be the same every time for every student. Students then know what expectations should be met and what to expect when they are not met. By being consistent, students can never say that you are unfair. The second most important key assumption is to teach well. If you are teaching interesting, relevant lessons students are less likely to behave badly. Plan lessons that are diverse, cultured and relevant. The more the lesson plan deals with topics that interest students, the less likely a student will be to behave poorly. ** 3.) **** What should teachers keep in mind when delivering positive and negative consequences? **  When delivering any consequence teachers should always keep in mind:

· Apply them consistently · Use the power of proximity · Make direct eye contact · Use a soft voice · Be firm and anger-free · Link the consequence to the expected behaviors · Never accept excuses, bargaining, or whining · Be educative, not vindictive