The case study student which I have chosen to observe for this semester has changed from the student which I observed from last semester. This student is a student which I origially considered observing, but because of temporary circumstances, ended up observing the previous student.
All that being said, I feel I have successfully implemented strategies for improved classroom experiences for my student from last semester, and therefore would like to move on to improve the classroom experience for my current case study student. As well, I feel I have had the past semester and a half to observe him and have begun to understand the needs and challenges of this new student.
So far this semester, along with watching my student’s behaviors and monitoring his interactions (academically and socially), I have already implemented some modified strategies for his participation in class. The main modification which I have implemented is a Behavior Checklist. The Behavior Checklist is a packet of 5 sheets (one per day of the week) which the student carries with him throughout the entire day. The checklist has two columns for each day:
Column 1: Student will use his words to express his frustrations or angers.
Column 2: Student will use self-monitoring behaviors to stay calm and collected in the classroom.
As my student has struggles keeping calm and stable, this checklist is specifically to manage is anger problems. He is easily frustrated and is sometimes unable to successfully bring his emotions into check. Therefore, this checklist is simple and straight to the point – the student is able to identify two very specific goals which he should achieve within each class period.
The checklist requires that the student has a signature from the teacher after every period (math, literacy, lunch, specials, recess, etc etc). This way, the student is continuously responsible for his actions throughout the day. As well, all of the teachers and faculty which come into contact with him can easily look over the checklist and see a quick history of how his behavior has been throughout the whole day.
Thus far, I have seen some improvements in his behavior. Specifically, by being able to reference the “checklist” we are able to get a temporary reaction out of him – he loves pleasing teachers and therefore looks for ways to do his best.
As far as daily anecdotal notes go, this has been a great way to keep track of his behaviors over periods of time. Constantly, I will jot little notes on his checklist (positive things he has done, things he can work on, etc) – this way I am able to know at the weeks end a summary of his behaviors and improvements.
It sounds like you have a wonderful start to this project. I am interested in seeing how this works as the semester progresses and he gets used to the program. Also, I am wondering how this works throughout the day. Does it feel like you have a lot of extra things to think about? Does he remind you to sign it? How are his parents and your cooperating teachers involved in this process?
Hey Melissa,
I think that this was a wonderful idea. By having the student check it him his self, he has ownership over it. Also, he is held accountable for what he checks because the teacher has to sign it. Too often we allow the kids to do things without being held accountable for it. I think he will be more accurate to how he is feeling if he knows the teacher is going to look at it.
I thought about doing something like this for some of the children in my class. I decided not to though because if I put two or three children on a system like this, I would constantly be signing things. Having one child on this type of system is okay, but more than one might be hard on the teacher.
Thank you for the post,
Amanda