Iris center classroom management

Encouraging Appropriate Behavior with Instructor’s Guide CASE STUDY UNIT Created by Christina M. Curran PhD Central Washington University iris.peabody.vanderbilt.edu or iriscenter.com Serving: Higher Education Faculty • PD Providers • Practicing Educators Supporting the preparation of effective educators to improve outcomes for all children, especially those with disabilities, birth through age 21 050117 Table of Contents n Encouraging Appropriate Behavior Contents: Page Licensure and Content Standards.For an Instructor’s Guide to this case study, please email your full name, 24 title, and institutional affiliation to the IRIS Center at iris@vanderbilt.edu. To cite this Case Study Unit: Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_encappbeh. pdf IRIS@VU • Modules and Materials Development Naomi C. Tyler, PhD • Co-Director Vanderbilt University Phone: (615) 343-5610 or (800) 831-6134 Fax: (615) 343-5611 Email: iris@vanderbilt.edu IRIS@CGU • Technical Assistance and Training Deborah D. Smith, EdD • Co-Director Claremont Graduate University Phone: (909) 607-8982 or (866) 626-IRIS [4747] Fax: (909) 607-0959 Email: iris@cgu.edu The contents of this case study were developed under a grant from the U.S. Department of Education, # H325F010003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Helen Thornton and Anne Smith. http://iris.peabody.vanderbilt.edu ni Standards ■ Encouraging Appropriate Behavior Licensure and Content Standards This IRIS Case Study aligns with the following licensure and program standards and topic areas. Council for the Accreditation of Educator Preparation (CAEP) CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom. • Standard 1: Content and Pedagogical Knowledge Council for Exceptional Children (CEC) CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities. • Standard 2: Learning Environments Interstate Teacher Assessment and Support Consortium (InTASC) InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation. • Standard 3: Learning Environments National Council for Accreditation of Teacher Education (NCATE) NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions The Division for Early Childhood Recommended Practices (DEC) The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. • Topic 5: Instruction http://iris.peabody.vanderbilt.edu n a) iiii Case Study s Encouraging Appropriate Behavior Level A • Case 1 Background Student: Sam Age: 14.2 Grade: 8th Scenario Sam is an eighth grader who is not finishing his work due to his off-task behaviors. According to his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65 percent because assignments are rarely completed or are done haphazardly. When Sam does start an assignment, he often rushes through it, making a number of errors and overlooking information. His teacher reports the following types of off-task behaviors: reading books and magazines, drawing and doodling, daydreaming, and talking to friends and neighbors. These behaviors occur most often during independent work times and rarely during large group or whole class activities. Having reviewed Sam’s completed assignments and his class participation in group activities, Sam’s social studies teacher believes he is capable of doing grade-level work and has decided that Sam will achieve the following goals within six weeks: • Increase the number of independent assignments completed • Earn 80 percent or higher on all completed assignments Possible Strategies • Specific Praise • Criterion-Specific Rewards • Choice-Making ! Assignment 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Sam meet one or more of his goals.