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Well, I haven't been in class for two weeks now, but what I have read about this chapter is really big on behaviors in the classroom. One big thing that is huge to students is music. I chose this picture and this topic because music plays a huge role in life. Music tell how someone dressed, feels, and how people act. Music makes some children act certain ways in the classroom because it is what the heard in the songs. So, if they heard their favorite raper say, "F' school and "F' the teaches. Than some students, no all, take it the way and start acting out. So, this is how music play a roll in behavior.

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The lesson and the information that we received this week reminded me of the documentation of policies and procedures. I felt like this is an easy connection due to the procedures and the policies that we learned about in this lesson. The procedures ranged from actual documentation advice to other classroom management skills. Teachers also need to be able to keep track of what students need. Since not all students are the same and odds are as the teacher you're going to have a lot of kids it would be a good idea for you to document how to better help each child. Also write down ideas for future classes and activities that you have already completed. Take note of all the classroom. rules and many more. There of lost of things that as a teacher it would be and will be nice to keep track of that is why the photo and this lesson connected to me

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This week reminded me of this episode of Avatar: the Last Airbender where Toph taught Aang earthbending using positive reinforcement. It can do wonders for many while some may need a different approach to maximize their learning abilities. A good teacher can find out how a student best learns and use that to the advantage of both of them. In this episode, Toph refuses to take advice from another of Aang's teachers about positive reinforcement doing wonders for him and tries to be tough and direct with his learning. This does not go well, but once she realizes she is wrong and uses the technique she had earlier refused, he learns very quickly.

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The chapter we went over this week has had a main focus on the behaviors shown inside a classroom. When i think about the behaviors of students in the classroom, some can be positive while others are negative. In our everyday lives, where can receive punishments for bad behaviors or acting up? I think of a courtroom. Some students inside the school system may even imagine a punishment being taken to higher up authorities to determine the best action to take. Depending on the age group one may teach, different kinds of punishments and/or rewards can be administered. One thing that I have agreed with in the lectures is that at the younger age levels, some teachers are quick to punish or begin to grow upset. Showing this emotion to those students can grow a sense of discomfort in them and may create a more negative behavior in the classroom. I loved getting to hear all of the ideas of new reward systems being shared of how the can be good behavior money, candy, maybe homework passes, and all kinds of things. There were also clever ways shown of how we can punish our students without having to be physical or cross particular boundaries needing parental consent.

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The shaking hands picture makes me think of this weeks lesson in regards to contingency contracting. When you shake hands, that typically symbolizes that you are “making a deal” with someone. Contingency contracting is peer-mediated interventions that the learner has contracted to complete and consequences. When the teacher makes up a contract with a student to better improve their behavior, they are making a deal with the student. If the student abides by the contract then the deal is still in place, but if they do not then they face the consequences of breaking their agreement. Everyone in this contract can benefit from the agreement but it is up to the student to wether or not they choose to do so.

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When I think of Tier 2 of the RTI2-B model, I think of accountability. This tier has only 10-15% of students in it, and in some situations, a student is able to choose a mentor/teacher to check in with about their goals and behavior. They are being held accountable by their teacher. The image below represents a Bible study where some girls are learning together and likely holding each other accountable. When they meet up, they can discuss how they can improve and talk about what is going on in their lives, much like the RTI2-B example.

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This week we learned about different types of behavioral management in the classroom. That is why i chose a picture of my mom for this activity because some of the techniques we discussed. i see a lot of the same things used at home from my mom. All of the methods we discussed push for better behavior. my mom has used plenty of these methods on me growing up such as cleaning my room in order to go outside. She also has used many natural consequences that we discussed in class such as slamming the door 50 times because i gave her an attitude.

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Dancing reminds me of this weeks lesson because it uses behavioral reduction techniques. When I danced in high school, I struggled with doing turns. Instead of my teacher yelling at me, she would say you are not leaving this room until you get it right. After time passed, I ended up making a perfect turn. Just like in a classroom, if a child doesn't want to sit down, the teacher can tell them to do laps in the gym till they learn to sit down while the teacher is teaching. Also in dancing some teachers use the token economy . When we did a routine spot on in rehearsal, we got something out of the treasure box in the studio. Again like in a classroom, if you reward good behavior the students who misbehave will catch on to it and hopefully start changing how they act to get rewards.

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When you look at different insurance policies, You get a variety of options to choose from. Much like Differentiated learning you have a variety of students with different needs that need your help. Insurance policies are there to help people in different ways just like teachers are there to help the students. One policy might be for boating. Just like how one students needs more help with behavior then others. Each policy is unique just like each child is unique. You have to know each student well enough in order to help them just like you have to your everything about an insurance policy so you know your getting the best one.

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This week we covered different strategies that help handle classroom management. This lesson reminded me of my third grade teacher, Mrs. Bozant. In her class, we used gold painted dry beans as a reward system. Every student had a little drawer, and for every S+ we would get, every AR test we passed, or every time we did something to help someone out, we got to put a bean in our drawer. Once we got so many beans, we could cash them out for a sticker, pencil, candy, or something of that nature. This would be considered a token economy (where students earn tokens for positive behavior).

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Differentiated instruction makes me think of defense in football. See on defense everybody has an assignment to do just like in school, but with every assignment comes adjustments. Not every linebacker or corner can keep up with every wide receiver so adjustments must be made. Just like in a classroom not every student is able to effectively understand the material so we have to adjust or like we've read modify or accommodate to our students.

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The reason this reminds me about our class is because this is the treasure box that we were talking about. Kids get to pick what they want from this. Many of kids always would be good, and they could do the ticket economy to get something in the treasure box. The better the gift the more tickets, and if the teacher is fair with the amount of tickets each person gets they can all have something they like.

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This chapter is about behavioral management in the classroom, and  reinforcing positive behavior. Baseball to me relates to this because you have three chances per bat to get it right and hit the ball. If you fail enough time to do the right thing, you will have the consequence of striking out for not displaying a positive of response of hitting the ball, or doing the right thing. However, everyone’s pitch will come at different speeds and angles, which to me displays differential reinforcement. If you strike out you will receive a time out, and have to go back to the dugout, without getting on base and gaining knowledge. In this case the dugout after a strike out is an In School or out of school suspension. You will have other chances to hit the ball show functional behavior of getting on base or getting a good grade.

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A restaurant menu makes me think of differentiated instruction. The course textbook states that differentiated instruction occurs when a large variety of student needs can be met inside the general education classroom. Much like at a restaurant, a person can be provided with the meal that matches their tastes, a student in a differentiated classroom can be provided with instruction that matches their needs. Also in relation to a food menu, you may not be able to provide all options to all people. For example, this menu may not have sushi for those that would prefer it. However, most people are able to have their needs met by the variety of choices available. In the general education classroom, a teacher will never be able to individualize instruction, but they can attempt to meet the instructional needs of most.