During this course I learned how much broader the definition of literacy is today. In the past it was referred to the ability to read and write, now however now there are new strategies associated with literacy. The new literacy strategies that we as teachers must teach our students these days consist of “questioning, searching, evaluating, synthesizing, and communicating” (Laureate Education, Inc. 2009). I was very surprised at how much literacy is evolving and me being a teacher and teaching the people of the future how I could not know this? I realized that these skills are going to have to be taught at a young age and continued throughout their entire schooling. I was surprised as well at how much I learned from this course and how are we as teachers suppose to be teaching this without the assistance and guidance of background information in order to teach our students properly. I realized that using these skills as much as possible is the best way to ensure knowledge and understanding is by doing, doing, and doing more.
I will definitely as a teacher try to incorporate these skills as much as possible. AS a P.E. teacher it is going to be a little harder than say a math, English, or Social Studies teachers, but if I am given the chance I am definitely going to enforce and incorporate these skills to my students, because I do not want my students to be illiterate.
I would really like to increase my knowledge in the area of these new literacy skills in the 21st century. I would also like to plan a project that incorporates all these new literacy skills and make it a yearly project. The steps I will take to do this is to use each year as a learning year and to improve year after year. I will first have to think of an interesting project which will not make my students upset that they will not be doing physical activity in physical education. Once I figure that out I will then being to setup process and getting all necessary materials so I can be fully prepared when I do start the project, as well as allow enough time to complete the project thoroughly and get and learn the new skills, without taking away too much physical activity time. I believe that once I become more familiar with the skills I will be better able to communicate the skills to my students and help them understand why they are so important and in order for them to be successful in life they are going to need these skills, and just not the reading, math, and writing.
Reference:
Laureate Education, Inc. (Executive Producer). (2009). Program one. Skills for the Future
[Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom.
Baltimore: Author.
Tuesday, October 27, 2009
Wednesday, June 24, 2009
Class Reflection: Application 8
Personal Learning Theory
As I am about to complete this class I have learned many things. The first is after reviewing my initial theory of learning, I still have the same theory about physical education being kinesthetic/tactile learning style or in other words hand-on and learning information through physical means (Orey, 2001). After this class, however, I have decided to add to my theory of learning.
I realize how important technology plays a part in teaching students and engaging them actively in learning. The theory of social learning left a great impression on me and since I use it already I want to expand of the use of the theory and incorporate many new ideas and activities into my teaching. Social Learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2009). Once I get back into school after summer vacation, the first technology tools that I am going to incorporate into my teaching is PowerPoint. Even though students are going to be engaged in physical activity for most of the semester they are going to have two projects that they are going to have to do throughout the semester. Students will of course be working in groups and will create a PowerPoint for the specific assignment that will be given to them. Students will be given a rubric as well to know “exactly what is expected of them” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Another tool that I am going to implement is going to try to use more graphic organizers to present information to my students. Students will be given a topic such as ancient Olympics, importance of exercise, etc, and are going to present a graphic organizer to the class presenting the information they believe important pertaining to the topic (Pitler, et.al, 2007). This will help my students with organization and note taking, which can be beneficial to them for their other classes such as math, English, social studies, etc.
Two long term goals that I would want to change in my instruction is convincing students as well as other teachers how important technology integration is in physical education and even though they may not be doing physical fitness every day, they will be doing it most days and the days they are not they will be strengthening their thinking skills and learning about how to stay healthy and live health lifestyles now and in the future. The idea of staying fit for now and the future is what I believe is the biggest goal of a physical educator to reach to students, and just like in any other class using a variety of activities is going to do nothing but help the child grow and retain information needed to be physically fit. I believe that the best way for me to go about this is first convincing my students that physical education is about having fun but more importantly staying healthy and how to stay healthy. Students need to research and try many activities to really gain knowledge about staying fit; coming in everyday and playing games is not going to achieve this goal. Once I have convinced the students it will be time to convince the teachers and administration.
The second long-term goal that I want to try is using different technological tools that I have learned about during this class and implement them into my teaching. I want to use PowerPoint, wikis, blogs, graphic organizers, non-linguistic representation, etc to reach the needs of all my students and their abilities (Pitler, et.al, 2007). The way for me to achieve this is to start experimenting different ways to incorporate technology and see what works best for me and my students. I have really enjoyed this class and have gained some great ideas and I cannot wait for the next school year to start so I can start implementing some of the fantastic ideas presenting throughout the course.
I realize how important technology plays a part in teaching students and engaging them actively in learning. The theory of social learning left a great impression on me and since I use it already I want to expand of the use of the theory and incorporate many new ideas and activities into my teaching. Social Learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2009). Once I get back into school after summer vacation, the first technology tools that I am going to incorporate into my teaching is PowerPoint. Even though students are going to be engaged in physical activity for most of the semester they are going to have two projects that they are going to have to do throughout the semester. Students will of course be working in groups and will create a PowerPoint for the specific assignment that will be given to them. Students will be given a rubric as well to know “exactly what is expected of them” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Another tool that I am going to implement is going to try to use more graphic organizers to present information to my students. Students will be given a topic such as ancient Olympics, importance of exercise, etc, and are going to present a graphic organizer to the class presenting the information they believe important pertaining to the topic (Pitler, et.al, 2007). This will help my students with organization and note taking, which can be beneficial to them for their other classes such as math, English, social studies, etc.
Two long term goals that I would want to change in my instruction is convincing students as well as other teachers how important technology integration is in physical education and even though they may not be doing physical fitness every day, they will be doing it most days and the days they are not they will be strengthening their thinking skills and learning about how to stay healthy and live health lifestyles now and in the future. The idea of staying fit for now and the future is what I believe is the biggest goal of a physical educator to reach to students, and just like in any other class using a variety of activities is going to do nothing but help the child grow and retain information needed to be physically fit. I believe that the best way for me to go about this is first convincing my students that physical education is about having fun but more importantly staying healthy and how to stay healthy. Students need to research and try many activities to really gain knowledge about staying fit; coming in everyday and playing games is not going to achieve this goal. Once I have convinced the students it will be time to convince the teachers and administration.
The second long-term goal that I want to try is using different technological tools that I have learned about during this class and implement them into my teaching. I want to use PowerPoint, wikis, blogs, graphic organizers, non-linguistic representation, etc to reach the needs of all my students and their abilities (Pitler, et.al, 2007). The way for me to achieve this is to start experimenting different ways to incorporate technology and see what works best for me and my students. I have really enjoyed this class and have gained some great ideas and I cannot wait for the next school year to start so I can start implementing some of the fantastic ideas presenting throughout the course.
References:
Laureate Education, Inc. (Producer). (2009). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
Instruction that works. Alexandria, VA. ASCD.
· Chapter 1: Setting Objectives
· Chapter 2: Providing Feedback
· Chapter 5: Non-Linguistic Representation
Monday, June 1, 2009
Connectivism and Social Learning in Practice
Connectivism and Social Learning in Practice (application 5)
This week we discussed the social learning theories and instructional strategies that correlate with the social learning theories. First I think it is important that we know what the social learning theory is, which was presented by Dr. Orey; he states that social learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education, 2009). One of the strategies discussed this week was the use of cooperative learning. Cooperative learning focuses on “having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Social learning theory is based on the concept that students work and learn better when they are in groups and able to socialize with peers. When using cooperative learning it is important that you as a teacher group students based on ability levels sparingly, the groups should be small, and cooperative learning should be used consistently but not overused (Pitler, et.al., 2007). One activity that was mentioned for cooperative learning which I found very neat was the use of keypals. Keypals allow “communication with students in other cities, states, and countries” (Pitler, et.al., 2007). I think this is a fantastic activity that can be incorporated in all subject areas. Any activity that allows for the student to learn outside of their zone of proximal development is great, and if that information comes from peers it is ever better because students can relate to them better than say an adult giving them the same information. The zone of proximal development is what the child is able to learn at the time, but to reach above that level students need a more knowledgeable other to learn the information (2009), in this above case this would be the peer they are communicating with to learn their culture and issues that they encounter in their lives.
Social learning theory is a theory that should be used in classrooms today. A classroom should not just be base on social learning theory but needs to be included into the classroom. You can incorporate this by having students work in groups, having students use keypals, webquests, multimedia projects, creating websites, and even playing web-enabled multiplayer simulation games (Pitler, et. al., 2007). Any activity that allows for the students to work together and communicate with their peers is going to benefit the student as well as engage students in learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories.
[Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore:
Author.
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Voice Thread: http://voicethread.com/share/525620/
This week we discussed the social learning theories and instructional strategies that correlate with the social learning theories. First I think it is important that we know what the social learning theory is, which was presented by Dr. Orey; he states that social learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education, 2009). One of the strategies discussed this week was the use of cooperative learning. Cooperative learning focuses on “having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Social learning theory is based on the concept that students work and learn better when they are in groups and able to socialize with peers. When using cooperative learning it is important that you as a teacher group students based on ability levels sparingly, the groups should be small, and cooperative learning should be used consistently but not overused (Pitler, et.al., 2007). One activity that was mentioned for cooperative learning which I found very neat was the use of keypals. Keypals allow “communication with students in other cities, states, and countries” (Pitler, et.al., 2007). I think this is a fantastic activity that can be incorporated in all subject areas. Any activity that allows for the student to learn outside of their zone of proximal development is great, and if that information comes from peers it is ever better because students can relate to them better than say an adult giving them the same information. The zone of proximal development is what the child is able to learn at the time, but to reach above that level students need a more knowledgeable other to learn the information (2009), in this above case this would be the peer they are communicating with to learn their culture and issues that they encounter in their lives.
Social learning theory is a theory that should be used in classrooms today. A classroom should not just be base on social learning theory but needs to be included into the classroom. You can incorporate this by having students work in groups, having students use keypals, webquests, multimedia projects, creating websites, and even playing web-enabled multiplayer simulation games (Pitler, et. al., 2007). Any activity that allows for the students to work together and communicate with their peers is going to benefit the student as well as engage students in learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories.
[Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore:
Author.
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Voice Thread: http://voicethread.com/share/525620/
Tuesday, May 26, 2009
Constructivism in Practice
When I first saw the topic of generating and testing hypothesis my mind automatically went to scientific method and I was curious as to how this was going to fit into this week’s assignments. I read the first sentence and realized I was wrong. In the book Using Technology with classroom instruction that works, it states that “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) in all subject areas. When applying generating and testing hypotheses in the classroom it is important to “make sure students can explain their hypotheses and conclusions, as well as teachers need to use a variety of tasks to guide students through generating and testing hypotheses” (Pitler et al., 2007).
Students being able to generate and test hypotheses allow students to be creative in trying to figure out a possible solution to the problem given in front of them. When they generate a hypotheses it allows each student to “construct his/her own meaning” (Orey, 2009), which is a characteristic of constructivism, there is no absolute. Once the student has come up with their own ideas and solutions, it is time for the student to test their hypothesis. With the development in “probeware and interactive applets, allow students to spend more time interpreting data rather than gathering the data” (Pitler et al., 2007). The use of various web resources makes is easy and interactive for students to generate and test hypotheses on a particular subject area and they are also able to see the “outcome of their hypotheses in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007). Using the following: spreadsheet software, data collection tools, and web resources students are able to generate and test hypotheses easier and are more engaged because they are not having to gather all the information which can be “tedious and error prone” (Pitler et al., 2007) for students.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist
Learning Theory.[Motion Picture]. Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Students being able to generate and test hypotheses allow students to be creative in trying to figure out a possible solution to the problem given in front of them. When they generate a hypotheses it allows each student to “construct his/her own meaning” (Orey, 2009), which is a characteristic of constructivism, there is no absolute. Once the student has come up with their own ideas and solutions, it is time for the student to test their hypothesis. With the development in “probeware and interactive applets, allow students to spend more time interpreting data rather than gathering the data” (Pitler et al., 2007). The use of various web resources makes is easy and interactive for students to generate and test hypotheses on a particular subject area and they are also able to see the “outcome of their hypotheses in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007). Using the following: spreadsheet software, data collection tools, and web resources students are able to generate and test hypotheses easier and are more engaged because they are not having to gather all the information which can be “tedious and error prone” (Pitler et al., 2007) for students.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist
Learning Theory.[Motion Picture]. Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Tuesday, May 19, 2009
Cognitivism in Practice
Cognitive Learning theory is primarily revolved around information processing (Orey, 2009). It is important for students to know how to takes notes and summarize information given to them and in a way where the information will be placed into their long-term memory. A “primary mechanism for storing information into long term memory is elaboration” (2009). In order for students to store information into long term memory, we as teachers want to make as many connections as possible to the material presented (2009).
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
Wednesday, May 13, 2009
Behaviorism in Practice
Behaviorism in Practice
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
Wednesday, April 15, 2009
We as teachers all have students who are chronic and severe behavioral problems in our classes. What makes you different from other teachers is how to choose to handle the student. Before reading and listening to the resources that were presented to me in my masters class this week, I handled these students badly and gave the student no chance to state their case. As stated in our readings I used my horsey-doggy brain (Laureate, 2008) as soon as the student exemplified the behavior. This behavior I am talking about is constantly trying to be center of attention. I have learned that there are other ways and better ways to handle this student’s behavior. First off this student in a 6th grader and just as every other 6th grader they are making that transition from being babied and having their hands held to an environment that is not so sheltered and they want to find their place in the school, which by the way no middle schoolers wants to be in the not so cool place.
This student is an “attention-seeking child, he is always wanting attention, is always trying to be funny and make the other students laugh” (Laureate, 2008). He thrives on making people laugh and doing anything and everything he can do to work my nerves for the 80 minutes I have him.
Instead of going automatically to my horsey-doggy brain I should try to use the “Escalations of Interventions” that were discussed by Dr. Wolfgang. I think the first thing I would do it try a knee-to-knee intervention with the child (2008). I would put him in front of me with no one else around because just as all other kids they feed off each other. I would casually and calmly discuss with him his actions and that there is a time and place for those actions and that when I am talking or explaining or someone else is talking that is not the time. It is ok to be funny but again there is a time and a place. I would start using the relationship-listening approach (Laureate 2008) mentioned by Dr. Wolfgang. I would discuss with the student using I messages: I would say something like this; I do not like it when you talk or try to be a class clown when I am talking or explaining rules to the game, if you continue doing this you are stopping other students from learning and understanding the rules and procedure, and this makes me upset and concerned because a student, you, or myself could get hurt if the rules are not followed or someone does not understand the procedures (2008), once I did this I would ask the student if he understood what his actions could lead to and what he can do to help me out and his classmates out in this area. If this did not work, I would use a second knee-to-knee intervention, and specifically ask the student to “stop” and ask him what are the rules when I am talking, how can you change the behavior, and we need to come to an agreement and make a contract on what you think will help change the behavior (2008). I would again document this discussion. I will make sure that the student and I have a specific plan (Jones & Jones 2007). If the action continued I would skip the time-out stage just because it is hard to have a time-out in PE, but I would contact the parents immediately and again document this (2008). I will also express my concern to the principal and get her assistance on the situation. I would conduct a conference with his parents and the principal (2008), expressing my concern for the actions of the boy and that I am worried about him harming himself or another student since he is preventing them from learning and understanding the rules of the game. By having documented all my tries and discussions with him and his parents I would have evidence that this is a chronic problem and is something that is going to take higher power than just myself.
I believe I could also get his classroom teachers, counselors and his other connections involved and see how he behaves in their classrooms. It may be that the student requires a team or staff as mentioned by Dr. Wolfgang (2008) to help out throughout the school day, since I only see him 80 minutes every other day. I believe that by using a behavior change plan will help me out greatly as well. I document every time the student performs the behavior, and how he exemplifies the behavior as well as document every time I personally try to alter the students’ behaviors (Jones and Jones 2007). This will give me plenty of back up and documentation that I have tried to do something about it, before turning to parents and administration and if it came to the severity clause I have a case to present on the child and his behavior.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (Laureate Education, Inc., custom 8th Ed.). Boston: Allyn
& Bacon.
Laureate Education, Inc. (Executive Producer). (2008). Interventions for severe and chronic behavior problems. Baltimore: Author
This student is an “attention-seeking child, he is always wanting attention, is always trying to be funny and make the other students laugh” (Laureate, 2008). He thrives on making people laugh and doing anything and everything he can do to work my nerves for the 80 minutes I have him.
Instead of going automatically to my horsey-doggy brain I should try to use the “Escalations of Interventions” that were discussed by Dr. Wolfgang. I think the first thing I would do it try a knee-to-knee intervention with the child (2008). I would put him in front of me with no one else around because just as all other kids they feed off each other. I would casually and calmly discuss with him his actions and that there is a time and place for those actions and that when I am talking or explaining or someone else is talking that is not the time. It is ok to be funny but again there is a time and a place. I would start using the relationship-listening approach (Laureate 2008) mentioned by Dr. Wolfgang. I would discuss with the student using I messages: I would say something like this; I do not like it when you talk or try to be a class clown when I am talking or explaining rules to the game, if you continue doing this you are stopping other students from learning and understanding the rules and procedure, and this makes me upset and concerned because a student, you, or myself could get hurt if the rules are not followed or someone does not understand the procedures (2008), once I did this I would ask the student if he understood what his actions could lead to and what he can do to help me out and his classmates out in this area. If this did not work, I would use a second knee-to-knee intervention, and specifically ask the student to “stop” and ask him what are the rules when I am talking, how can you change the behavior, and we need to come to an agreement and make a contract on what you think will help change the behavior (2008). I would again document this discussion. I will make sure that the student and I have a specific plan (Jones & Jones 2007). If the action continued I would skip the time-out stage just because it is hard to have a time-out in PE, but I would contact the parents immediately and again document this (2008). I will also express my concern to the principal and get her assistance on the situation. I would conduct a conference with his parents and the principal (2008), expressing my concern for the actions of the boy and that I am worried about him harming himself or another student since he is preventing them from learning and understanding the rules of the game. By having documented all my tries and discussions with him and his parents I would have evidence that this is a chronic problem and is something that is going to take higher power than just myself.
I believe I could also get his classroom teachers, counselors and his other connections involved and see how he behaves in their classrooms. It may be that the student requires a team or staff as mentioned by Dr. Wolfgang (2008) to help out throughout the school day, since I only see him 80 minutes every other day. I believe that by using a behavior change plan will help me out greatly as well. I document every time the student performs the behavior, and how he exemplifies the behavior as well as document every time I personally try to alter the students’ behaviors (Jones and Jones 2007). This will give me plenty of back up and documentation that I have tried to do something about it, before turning to parents and administration and if it came to the severity clause I have a case to present on the child and his behavior.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (Laureate Education, Inc., custom 8th Ed.). Boston: Allyn
& Bacon.
Laureate Education, Inc. (Executive Producer). (2008). Interventions for severe and chronic behavior problems. Baltimore: Author
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