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Journal Entry #1: Adult Behaviors Impact Lives

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Journal Entry #1: Adult Behaviors Impact Lives

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The first Ted Talk is discussing the importance of being motivated and positive. The speaker talked about her mistake when teaching math and this is something that I relate to very closely. I like to tease myself at school to help students laugh and feel more comfortable. I make sure they know I am not good at drawing, I make sure and let them know I am not good at Math and to check my work as well. I really liked how the speaker talked about apologizing to students and discussing that students are still human. They are not robots we control and they have feelings. It is important to remember that students impact our days and if they are loud, not listening, or have attitude, it impacts our day. The same are for the students. If we are short tempered, not enjoyable to be around or have a bad attitude, it impacts children wanting to be around us. I want to focus on this with the new year and try and bring as much positivity to the classroom as I can. At my school, we have a lot of gossip and drama and I have adopted the motto of living on my island and only venturing out when I have needs!!

https://www.youtube.com/watch?list=PLDRzJeowyE5u4YAuKBJTxVzxkY1_U8Vbr&v=SFnMTHhKdkw

The second Ted Talk I observed was about a woman who went from one drastic career choice to another. She talked about the different qualities and skills needed in dancing and these skills are taught to students in the lesson. I found it interesting how one task may turn into a completely different lesson and students are taught cross curriculum. The Ted Talk went into the discussion of the importance of social-emotional learning and how learning these skills reflects in other areas such as standardized tests. I loved how the Ted Talk went on to talk about how the way we carry ourselves effects how we handle ourselves. I truly agree with this statement because I even see this in my life. When I wear sweats, I am not going to go work outside. When I am in gym clothes, I am more motivated to go and when I dress nice at work, I am more confident in my lessons. As simple and maybe foolish as it is, I challenge myself to wear my hair down and take the extra time to make an effort. It makes me feel better and I feel a bit more "out together" and ready to lead. https://www.youtube.com/watch?v=sdDJsBPm51M

The final Ted Talk discussed being able to get back up after falling and importance of having resilience. Many students after COVID have found that they are timid, fearful and some have just been exposed to struggles with food and finances in the home. The conversation continued into different emotions and actions that students have who may be struggling. This can be in the form of being quiet and shy, or angry and violent. It is important to understand that things may be going on at home that are affecting these students and causing these behaviors to be seen. By being understanding and having grace, we can develop the patience needed to break through to these students and make a positive impact on their lives. I am challenging myself and my students to work on a new task this year and we are going to learn together. I am not quite sure if I want to make this community related or science but we will have fun with whatever we decide. https://www.youtube.com/watch?v=LbfpyJfI1ho

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Journal Entry #2- CEC & PBIS website research outlined on the Agenda & Outcomes (Weeks 5-8) page.

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Journal Entry #2- CEC & PBIS website research outlined on the Agenda & Outcomes (Weeks 5-8) page.

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The Council for Exceptional Children (CEC) is a popular professional association dedicated to advancing the education and support of individuals with exceptionalities. The CEC regarded as the premier association for special education professionals which I have learned is correct from speaking with a few different teachers who focus on GT and disabilities.

The CEC's mission is to
“improve the educational success of individuals with disabilities and/or gifts and talents.” The program supports, offers resources, and advocacy for teachers and individuals who are around
qualifying children. Positive Behavioral Interventions and Supports (PBIS) is a positive approach to managing
student behavior and improving school climate. It is designed to support students by promoting positive behavior, preventing problematic behaviors, and creating a more conducive learning
environment. PBIS was used in our school last year but this year we have a different program. PBIS is present in classrooms, hallways, assemblies and any activities where students need to really focus on their positive behaviors.
Think about how these sites and information can be useful to you as an educator. Both of these programs I think should be essential to have in the school setting. It is important to remember that students who are assisted by CEC often require special services or accommodations. By having extra support available to teachers, this program can help elevate concerns, answer questions and reach professional development resources. I think PBIS is an
amazing program and I am sad that we are not utilizing it this year. I find PBIS to be a great way to motivate students, offer positive enforcement and give students something to be excited
about. What information did you personally find useful as you did your research?
As a 3rd grade teacher, both the Council for Exceptional Children (CEC) and Positive Behavioral Interventions and Supports (PBIS) offer valuable resources and frameworks that can help
enhance my teaching practice and support for my students. As a 3rd grade teacher, I struggle with understanding all the different needs of my students. CEC offers many different options

PBIS and CEC for learning this knowledge can help me differentiate instruction and address a range of learning needs of the students I have. PBIS helped me establish a classroom management system that reinforced positive behavior. As last year was my first year teaching my own room,
PBIS was instrumental in helping me understand management. What are your big takeaways so far with PBIS? CEC?
CEC offers support to me as a teacher with understanding different frameworks for different students. CEC also helps with understanding of inclusion and what I need to do to prepare my classroom for certain students. I found the CEC offers professional development opportunities
for teachers. PBIS is just a great program! With the knowledge I gained from the use we had with the program, I feel much confident to work with students on their behaviors. Other thoughts you want to share or remember for future reference.
I am interested to know more about CEC and who uses it within our school. In college we learn about different resources and curriculum so I am curious who actually uses these and what
their feelings are. I plan to reach out to someone who handles the GT student lessons and talk with them to see what their thoughts are on CEC.

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Journal Entry #3- Rules, Values, & Consequences Videos on the Agenda & Outcomes (Weeks 9-12) page.

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Journal Entry #3- Rules, Values, & Consequences Videos on the Agenda & Outcomes (Weeks 9-12) page.

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Please click on the link to view the attached PowerPoint.

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Entry #4- Chapter 6: Single Case Design Chapter notes. This can be a 1-2 page summary of the chapter OR complete 1 Activity to Extend Your Learning on page 142.

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Entry #4- Chapter 6: Single Case Design Chapter notes. This can be a 1-2 page summary of the chapter OR complete 1 Activity to Extend Your Learning on page 142.

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In this chapter, the focus is on understanding and applying Single Case Design (SCD) as a tool to track and improve individual student behavior and learning outcomes. The author emphasizes that SCD is a highly effective strategy for teachers to gather data, analyze patterns, and implement targeted interventions in a practical classroom setting. I feel that this is similar to the LCF practice that the Elko County School district is implementing this year. I also noticed during the capstone presentations, a few students chose to focus on this idea and track their students' behaviors. I feel that this showed us a better idea of where students were and what needed to be focused on for each child.

The chapter explains the fundamental principles of SCD, starting with its purpose: to address specific challenges faced by individual students rather than an entire class. SCD helps teachers identify what works for a particular student by implementing changes, measuring outcomes, and making data-driven decisions. Key components include establishing a baseline (observing behavior before intervention), introducing an intervention, and monitoring the results to ensure effectiveness. Teachers are encouraged to document these steps clearly for accurate reflection and future reference.

Several examples are provided to illustrate how SCD can be used effectively in various scenarios, such as managing disruptive behaviors, improving task completion rates, or supporting students with unique learning needs. The importance of consistency, clear goals, and collaboration with other staff members or parents is emphasized throughout.

The chapter also highlights the ethical considerations of SCD, stressing that interventions should always be supportive, non-punitive, and respectful of the student's dignity. By focusing on individualized solutions, SCD aligns with broader classroom management strategies aimed at creating a positive and inclusive environment.

In summary, Chapter 6 serves as a practical guide for teachers seeking to enhance their classroom management skills through focused, individualized approaches to problem-solving. Incorporating Single Case Design into teaching practice empowers educators to make meaningful, measurable changes that benefit both students and the overall classroom dynamic.

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Entry #5- IRIS Module: Early Childhood Behavior Management: Developing and Teaching Rules- complete the assessment questions in your journal.

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Entry #5- IRIS Module: Early Childhood Behavior Management: Developing and Teaching Rules- complete the assessment questions in your journal.

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Behavior expectations vs. rules: Behavior expectations are broad goals, like "be respectful," while classroom rules are specific actions, like "raise your hand to speak." Both set the tone for a positive learning environment, but rules make expectations actionable. Students in my classroom sign a contract and the beginning of the year, agreeing to follow the rules they put in place for themselves.

Rules matrix: For a school in Elko County with expectations like "Care about others and self," cafeteria rules could include "Wait your turn in line," while circle-time rules could include "Use quiet voices." Aligning rules to expectations ensures consistency and clarity for students. Our school currently does not have a good practice for lunch time expectations. The adults who stand out and watch the lines do not ask students to quiet down and bathroom use is a zoo during lunch. This is something that can make it difficult to moderate when other staff members and leader do not hold students accountable.

Teaching rules: Teachers can model the rules, use role-playing, reinforce them with visual aids, and review them regularly, such as during morning meetings or transitions. This is especially effective for third graders who thrive on structure and repetition.

Reinforcement system: A third-grade teacher in Elko County might use a simple reward chart where students earn stickers for listening attentively. Once the class earns a set number of stickers, they get a group reward like extra recess. This engages students and encourages teamwork. I use the school store as a reward system in my room.

Family communication: Sharing rules with families helps create consistency between school and home, reinforces positive behavior, and builds a stronger school-family partnership, which is especially important in tight-knit communities like those in Elko County.

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Entry #6- Chapter 8: Evaluating Positive Behavioral Interventions & Supports. Answer the Consider This questions on pages 171, 177 & 189. Answer each question in short answer format (4-6 sentences for each question).  (Page 184 was skipped purposefully.)

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Entry #6- Chapter 8: Evaluating Positive Behavioral Interventions & Supports. Answer the Consider This questions on pages 171, 177 & 189. Answer each question in short answer format (4-6 sentences for each question).  (Page 184 was skipped purposefully.)

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There are many different area of management that need to be considered when teaching. Management of behaviors, jobs, assignments and more are expected to teachers. It is expected that a teacher not only manages the behaviors of the students in the classroom, but also being
able to manage a teachers’ own emotions and behaviors. Classroom management is crucial for creating an effective learning environment and achieving educational goals and teachers often have a difficult time meeting all requirements with management. I want to speak first on the classroom I have and the management I have used and found to help. I make sure my students are reminded every day of the expectations and rules for being in
our classroom.

Our day starts with specials so as soon as students arrive back in class, we have
our morning meeting to talk about how the day is going to go and what is expected of students while at school. This is where I discuss things that may have happened the previous day that I
was not aware of, we could talk about how our classroom was left at the end of the day, changes administration sent down the pipeline, etc. This year I have really needed to focus on kindness. I have a very competitive class as well as
winning the draw of having six students who are known behavior problematic students. I have gone to my lead teacher, as well as other teachers in the building and have asked about specific
students and what helps them work better in the classroom. My lead teacher was talking about issues in her own classroom and she brought up that less is more in terms of voice. When you
talk quietly and do not raise your voice, it forces students to have to pay more attention and listen. I went back to my room and for the students who were listening, I excused a portion of
the assignment. Word quickly got around that I had excused a portion but I would not state the exception again so certain students were less than pleased. After the assignment, we had a
quick class meeting where I talked about what had occurred and the consequences for those who were too busy chatting with friends. The students understood what I had explained and the next time we had an assignment, they were quick and quiet while gathering their things and waiting for instructions.

One of the things that I feel I do well in my classroom is the end of the day routine. At 3:30 my students know it is time to clean up and get ready to leave. I am very OCD about clean spaces and I learned from my lead teacher that many students are more comfortable when their spaces are clean. Students put Chromebooks away (one minute lost of recess the next day for
every Chromebook not plugged in), students empty mailboxes, clean out bins and take Clorox wipes to wipe down our tables. I also make sure students clean up all trash so the janitor has
less of a mess to worry about. I feel that the end of the day routine keeps students on a schedule and helps add a bit more structure to the chaos of 26 bodies moving around the room. My lead teacher has prep at the end of the day so they do a similar routine before students head out to last recess. I think this is a good motivator for her students, as many do not want to be stuck inside during recess time. My students do a jellybean challenge at the end of the day so I try to keep them motivated to get jobs done so we have time for this last exit
ticket.

I am struggling with an issue addressed in chapter 8, transitions. We transition all through the day and have different books, materials, and technology needed. My lead teacher keeps buckets at the center of the table and most materials are in these spots. Chromebooks also
usually stay at the center of the table. I feel in third grade, it can be a distraction for kids so I choose to make sure everything is put away if we are not using it. Because of this, it takes time
to make the transitions and because of the chaos, it leads more opportunities for students to get out of hand and crazy. I have been working on different tricks and tips such as only releasing certain tables or calling up the behaviors first to grab things. This is something that I am aware I need to be working on and I need to make smoother.

One of the target areas talked about in chapter 8 that I can use some practice with and review are the routines that happen first thing in the morning. As mentioned above, we have specials
first thing in the morning so we do not start our day until students return at 9. This is the second year this has been the way for me so I am just not sure how to start my day right off the bat! My lead teacher is across the hall and every time we leave for specials, her students are quietly writing in their journals. I have not had to start my day right off like that so it will be
interesting to see what it is like when I have to do this.

In conclusion, I have read that effective classroom management (in third grade for me) is essential for creating a structured, positive, and productive learning environment. By implementing clear procedures, and practicing the ones I am not comfortable with, I can foster
respectful relationships. With proper management strategies in place, third graders can thrive, building not only essential academic skills but also important life skills such as responsibility,
cooperation, and self-discipline.

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Journal Entry #7- Take notes when watching Building Habits of Effective Practice Webinar. Also, describe the two resources you explored from the Webinar. 

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Journal Entry #7- Take notes when watching Building Habits of Effective Practice Webinar. Also, describe the two resources you explored from the Webinar. 

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Please see attached.

Positive Behavioral Interventions and Supports (PBIS) is a proactive, tiered framework designed to promote positive behavior and create supportive school environments. It focuses on teaching behavioral expectations, reinforcing positive actions, and using data to address and reduce disruptive behaviors. At its core, PBIS emphasizes preventing problem behaviors by establishing clear rules, routines, and reinforcement strategies while also addressing individual student needs through targeted interventions. PBIS is highly effective in fostering a positive classroom culture where students understand expectations and feel motivated to succeed.

https://humanconnectionhub.com/student-content/

We also use the above link at my current school. In the link, you can find different grade level work, lessons, videos, worksheets and supplement information that students can use to help strengthen their skills in the SEL area.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.