practice, and acknowledge and celebrate when they master the skill.” One skill we have been taught earlier when discussing EBD’s is to learn and separate the student from the disruptive behavior. I feel this quote reinforces some of our earlier learning in gaining perspective before responding to student behavior. Remembering not to take student behavior personally, even when you feel they have figured out the way to press all your buttons to get their needs filled, is easier said than done. I love the idea of taking the perspective that a student’s negative behavior is a learning error. We as teachers are in the classroom to teach more than academics, we are there to teach problem solving skills bi it academic, social or emotional skills as they relate to our classroom. I know I have had let many students behavior get to me and get the better of me. Going forward, I will try and be more mindful myself on how I react to students behavior, to make my first priority to help correct and help them learn acceptable copingskills and behavior. I am going to keep this article handy as a how to constructively access, analyze and respond to behavior.

I assume getting to the root of why students are exhibiting undesirable behaviors can be challenging, particularly when the cause is something outside of the classroom or school environment. Frequently the importance of collaboration is discussed in this class. If we may think that a behavior is linked to something at home, working with parents may be helpful in creating a pathway that is best for the student. In the future I hope to create a strong rapport with my students and with their parents so that if issues are to arise students can be supported from all ends. Parent involvement could help limit the stressor for the student or can help the me provide methods for expressing themselves in a more productive manner. I want to make sure that my students access to help and guidance extends outside of the classroom. I hope to be able to identify the issue at hand and develop an appropriate plan to guide students behavior without creating a sense of stigma or using punishment. 

     The passage stood out because in order to understand why students behave certain ways, it is essential to figure out where the behavior is stemming from and what approaches the teacher can take to resolve the behavior. Also, I believe it is a good strategy to reach out to family members when students are behaving inappropriately. Families can provide information of what’s occurring in the student’s life that is creating a distraction in the students’ academic life. 

     I want to connect what I’ve read in the article to my own students in the near future.  I want to be able to address issues as they rise in order to create an engaging classroom for my students.  One practice I can pursue is using the restorative practices into my classrooms when negative behavior or challenges are seen. 

I can connect what read to my own students, by not reacting in the predictable manner that I have reacted in the past to the student’s behavior. As well as using the intervention plan worksheets in the future with my students. This will assist me in applying different techniques when a student misbehaves. And decreasing the inappropriate behavior. 

 

When I thought about my past, as a teacher, I use to think I had failed many students. I was by no stretch of the imagination a “great teacher” my first year and I remember going home a lot to cry and wonder what I was doing wrong. After reading the article and knowing what has to happen in order for me to address inappropriate student behavior I feel better equipped to tackle behavior problems and grow from each and every mistake I make. I want to create outcomes that influence positive achievements and lead to success for all of my students especially the ones who can be influenced by the environment I create and the antecedents I avoid/prevent. 

I found this passage to be extremely important, because students do almost everything they do to get a reaction out of someone, whether it be the teacher or their peers.  By noticing this reaction that they are looking for and eliminating it, and coming up with an alternate reaction, we can help to eliminate the behavior.  We can also use our reaction to promote a positive behavior, which we would rather see displayed.

I want to connect this to my future classrooms by using the function of the inappropriate behavioral assessments to discover why my students are displaying certain behaviors and to determine what kind of response I should give to said behaviors.  

 

As a substitute teacher, I encountered many students with chronic patterns of misbehavior. One student, in particular, stands out to me because I had a lot of trouble trying to change this student’s behavior. At the time, I was not aware that FBAs could be implemented on general education students, which made this experience a lot more difficult than it should have been. Reading about how effective FBAs are and how straightforward the document is, I really wish I could go back in time and try to implement this with my student. I believe we both could have benefited from this approach, instead of following traditional methods of calling home, sending to assistant principal’s office and speaking to the student one on one. Taking this class has opened my eyes to many helpful tools and strategies for classroom management. 

 

After reading this article, there are multiple ways I can connect what I have read to my own students. One way is that often times, like the article states, I took misbehaviors by my students personal and would feel I was not doing a good enough job at implementing ways to prevent it. For example, when a particular student consistently came to class unprepared and excessively talked during class, I interpreted that as the student did not like me nor the class. The article helped me to realize that I should never take what a student says or does personal, and I should always try my best to implement research proven interventions. Another way I can connect what I have read with my students is I can do a better job at modeling behavior. As an educator, I it is important to serve as role models for the students. For example, when a problem behavior occurs, I can speak with the child about a replacement behavior they can use when they feel they are about to act out. Also, I can describe examples and nonexamples of the replacement example that way the students understand exactly which behavior is exemplary of good behavior. Lastly, a fun and creative way I have learned from reading is to role play with the students’ examples of good behaviors in different scenarios. 

 

Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12, 168–181 doi:10.1177/10634266040120030401

This passage gave great templates to use to attempt to tackle how to address inappropriate students, but with a trail and error strategy it seems.I was not feeling so confident in the reading at first. I was not sure how successful I would be with the chart or if the chart can address all child misbehavior’s, but finally I read the line in the middle of page 6 that says I will acquire the knowledge for this chart through experience throughout the years. I think that line explains a lot. In order to have a smooth-running classroom it does take experience and learning from past experiences. I did not find this as effective as all the other passages, because I think it addresses students who misbehave in order to be sent out of the classroom or gain attention from the class or the teacher. I’m not sure how effective it would be for students who do not want attention but literally rather not pay attention and do their own thing I think with perhaps help from these charts with some reconstruction and the skills acquired from previous readings, that I could find the underlining reason for a student’s inappropriate behavior in my future classrooms

This quote stood out to me because analyzing data collected through an FBA allows educators to hypothesize the possible function that inappropriate behavior serves for the student and will be vital in creation of the student’s behavior intervention plan.

From the reading I’m now more confident in the importance of writing daily anecdotes to help with behavior and academic management of students with behavioral issues. Allows for collection of data that can be used to better provide supports through positive methods such as PBIS to manage behaviors.