Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement. (Yell et al., 2009) Procedures of CBI In Cognitive Behavioral Intervention programs, children are encouraged to manage their behaviors by using reinforcement to help promote acceptable behavior. Through the CBI procedures children are engaged in observation, keeping records, and reinforcement. In many behavioral management strategies, the teacher controls the procedures of observation, record keeping, and reinforcement. Through the implementation of CBI, the target student, thus promoting self-management, accountability for actions, and independence, completes three procedures.
Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people. Collecting data and measuring student behavior in a formal manner is an especially important aspect of effective teaching for the following reasons: Identifying Current Level of Performance Observing behavior helps to pinpoint where the child currently is on instructional objectives. Teachers often measure children's behavior before they provide instruction. This is called baseline data. Baseline data helps the teacher decide how far the child is from where he or she should be.
Such rules could be: One-student participation or strategies to keep them on task. Two-To create consistency a teacher can use classroom procedures for students to follow. Three-Teacher’s should often check for student understanding. Four-Make sure that your classroom is a safe environment. Five-If students are having behavioral issues, use one of the classroom consequences.
There are three different methods used to assess student knowledge: diagnostic, formative, and summative. In order to test students on the knowledge and understanding of kindergarten contend standard K.6 “Students understand that history relates to events, people, and places of other times,” the teacher can implement the use of all three assessment methods. The diagnostic method is an assessment on the child’s previous knowledge or understanding of a subject, this method could involve asking the students if they know any of the elements of the content standard. For example, a teacher could ask if a student knows what the word “history” means. And depending on the students’ response, the teacher could take that question a step further by asking if the student personalized questions about the student or the student’s family, or even historical figures or events.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
Vygotsky: Social Cultural Theory Lynda Smith ECE311: Early Childhood Curriculum and Methods Carly Davenport June 4, 2012 Vygotsky: Social Cultural Theory In the United States, kindergarten is for five and six year old children. These young children are learning through investigation, experimentation and inquiry. They are starting to think logically and understand abstract ideas. They are learning to develop friendships, and fine tune their social behavior as noted by Eliason & Jenkins (2012). Early childhood teachers need to formulate and develop their curriculum based on the developmental needs, interests, strengths, learning styles, cultural background, and previous learning experiences of their students, understanding that all children learn differently, but all children can learn and be successful.
It is used to help students with diverse needs learn using a core curriculum. Based on the readiness of students, there are three strategies for successfully implementing differentiated instruction. Regardless of their individual differences, students are expected to master the same concepts, principles, and skills. First, is the “content” of lessons it may be differentiated based on what students already know. The teacher may differentiate the content by designing activities for groups of students that address different areas of knowledge, understanding, and skills.
Abstract The purpose of this paper is to translate my course learning into a reflective response paper on the topic of Formative Assessments inside the classroom. This paper will also seek to describe a formative assessment for a class that I am currently teaching, explain the role psychometric models would play in the creation of the identified assessment, explain the use of observational situations inside the formative assessment, and discuss expected challenges in carrying out the assessment and how they would be addressed. Formative Assessment The use of formative assessments has mainly been used to monitor and update classroom instruction. Formative assessments are informal and can also be used to provide feedback or guide the instruction based on the needs of the student, therefore it is vital to develop a system when using them. According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation.
My Philosophy of Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. This term can also refer to the prevention of disruptive behavior. Many consider this as one of the most difficult tasks for new teachers. The basis for classroom management involves clear communication of both, the behavioral and academic expectations, as well a cooperative learning environment and proper time management. In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation.
First, it is imperative that teachers should understand the cause of student’s behavior. Violent behavior among high school students is strongly related to family background, society influences, peer pressure, neglect, mental illness, poor communication methods and lack of proper parenting and a high teacher to student ratio (Bond, Toumbourou, Thomas, Catalano, & Patton, 2005). In addition, drug and substance can cause aggressive behavior (Bassarath, 2001). Understanding the cause of violent behavior enables teachers develop the necessary interventions such as counseling, positive peer group influence, improvement of the family support , engaging an experienced psychologist to advice the students, adult support and involving the student in extra curriculum activities such as sports. These strategies promote positive discipline improvement among students.