EDUC 621: Classroom Management and Positive Behavior Practices
This course is designed to provide teachers and other practitioners with a foundational knowledge in classroom management, and behavioral intervention for mild/moderate behavioral challenges. It will also provide knowledge of behavioral technologies to support classroom teaching with diverse students, including those with special needs. Students will about prevention and intervention strategies, as required by RTL. Students will understand and utilize behavioral assessments and will acquire resources for identifying and successfully intervening with problematic behavior.
3 Credits
WAIVED
3 Credits
WAIVED
behavior_plan.docx | |
File Size: | 100 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 621: Classroom Management and Positive Behavior Practices is a positive behavior support plan that I used with a student who was refusing to participate in certain class subjects. The student received a choice of an edible reinforcer at the end of the school day for participating in 75% of scheduled activities. This plan gave the student positive reinforcement for making the choice to participate in school.
Professional Growth
Before this class, I only had a small repertoire of classroom management strategies that I had learned to use with students in general education classrooms. I expected that most students would have an intrinsic motivation to follow expectations and behave appropriately. I also assumed that the strategies that are used in a general education classroom would work with students in special education.
During the course I learned new approaches to classroom management and behavior interventions to use in the special education classroom. I practiced administering and scoring behavioral assessments. I also developed behavior support plans to intervene in a variety of negative behaviors.
Now, several years later, I continue to use the skills I gained in that class by using classroom management strategies in my special education classroom. I have a positive behavior support plan in place for each of my students. These plans reinforce positive behavior, good choices, and following expectations in the classroom. I use functional behavior assessments each year for all of my students and write behavior goals based on these assessments. I continually research new classroom management strategies and resources to use in my classroom.
Understanding and Application of Standards
CEC Standard 2 Learning Environment: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Standard 2, Learning Environment, was addressed in this course through learning to develop a safe, inclusive classroom. I learned strategies to encourage positive behaviors and intervene in negative behaviors. I learned that managing a special education classroom may look different than a general education classroom. I apply this standard in my classroom by using what I learned in this course to create an environment for my students that encourages learning. I know each of my students personally and develop a relationship with them which helps them to feel safe and included in the class.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through the learning of evidence-based instructional strategies to use with maladaptive behaviors in special education. I learned how to complete a functional behavior analysis and behavior intervention plan. I have a repertoire of strategies to choose from when a student displays problematic behaviors in the classroom. I apply this standard to my classroom by selecting from these strategies and creating a behavior intervention plan. I also use proactive strategies such as visual supports, choice boards to use when students start to feel upset, and sensory activities to help regulate their bodies.
Impact on Student Learning
Because of this class and the behavior plans I learned to write, my students are increasing positive behaviors and decreasing negative behaviors. Almost all of my students met their behavior goal of decreasing negative behaviors like aggression, agitation/disruption, and self-injury by 25%. My students are learning that making good choices is rewarding.
The artifact I chose for EDUC 621: Classroom Management and Positive Behavior Practices is a positive behavior support plan that I used with a student who was refusing to participate in certain class subjects. The student received a choice of an edible reinforcer at the end of the school day for participating in 75% of scheduled activities. This plan gave the student positive reinforcement for making the choice to participate in school.
Professional Growth
Before this class, I only had a small repertoire of classroom management strategies that I had learned to use with students in general education classrooms. I expected that most students would have an intrinsic motivation to follow expectations and behave appropriately. I also assumed that the strategies that are used in a general education classroom would work with students in special education.
During the course I learned new approaches to classroom management and behavior interventions to use in the special education classroom. I practiced administering and scoring behavioral assessments. I also developed behavior support plans to intervene in a variety of negative behaviors.
Now, several years later, I continue to use the skills I gained in that class by using classroom management strategies in my special education classroom. I have a positive behavior support plan in place for each of my students. These plans reinforce positive behavior, good choices, and following expectations in the classroom. I use functional behavior assessments each year for all of my students and write behavior goals based on these assessments. I continually research new classroom management strategies and resources to use in my classroom.
Understanding and Application of Standards
CEC Standard 2 Learning Environment: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Standard 2, Learning Environment, was addressed in this course through learning to develop a safe, inclusive classroom. I learned strategies to encourage positive behaviors and intervene in negative behaviors. I learned that managing a special education classroom may look different than a general education classroom. I apply this standard in my classroom by using what I learned in this course to create an environment for my students that encourages learning. I know each of my students personally and develop a relationship with them which helps them to feel safe and included in the class.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through the learning of evidence-based instructional strategies to use with maladaptive behaviors in special education. I learned how to complete a functional behavior analysis and behavior intervention plan. I have a repertoire of strategies to choose from when a student displays problematic behaviors in the classroom. I apply this standard to my classroom by selecting from these strategies and creating a behavior intervention plan. I also use proactive strategies such as visual supports, choice boards to use when students start to feel upset, and sensory activities to help regulate their bodies.
Impact on Student Learning
Because of this class and the behavior plans I learned to write, my students are increasing positive behaviors and decreasing negative behaviors. Almost all of my students met their behavior goal of decreasing negative behaviors like aggression, agitation/disruption, and self-injury by 25%. My students are learning that making good choices is rewarding.