Case Study
During my practicum I had the opportunity to create and implement a wide range of behaviour management strategies, through my experience I learnt that not all approaches worked effectively for each child. Therefore, I would reflect and seek feedback on my different approaches so I could change, modify and adapt new behaviour management strategies to suit the needs of each individual student.
During my first couple of days of practicum I received feedback from my mentor teacher in regard to using more positive reinforcement, consequently I decided to implement a rewards chart system which is as a Positive Behaviour for Learning (PBL) approach. This behaviour management strategy recognises students on their hard efforts and good behaviour, it also encourages engagement in learning and active listening (Adibsereshki, ABkenar, Ashoori & Mirzamani, 2014). When I first began using the rewards chart system I felt as though it was not as effective as I had hoped, I soon realised this was due to me not being explicit enough when I was rewarding points. Through critical reflection and discussions with my mentor teacher, I realised the importance of being specific with expectations and stating exactly why a student earned their stamp. Once I started focusing on stating the positive behaviours a child was displaying, e.g. “beautiful 5Ls Xavier, give yourself a stamp” I started to notice difference, not only did those students who earned a stamp strive to continue displaying that positive behaviour but also the other students who were not following classroom expectations would follow. This is a behaviour management strategy that I will continue using within my future classroom.
References
Adibsereshki, N., Abkenar, S., Ashoori, M., & Mirzamani, M. (2014). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal Of Intellectual Disabilities, 19(1), 83-93. doi: 10.1177/1744629514559313
During my first couple of days of practicum I received feedback from my mentor teacher in regard to using more positive reinforcement, consequently I decided to implement a rewards chart system which is as a Positive Behaviour for Learning (PBL) approach. This behaviour management strategy recognises students on their hard efforts and good behaviour, it also encourages engagement in learning and active listening (Adibsereshki, ABkenar, Ashoori & Mirzamani, 2014). When I first began using the rewards chart system I felt as though it was not as effective as I had hoped, I soon realised this was due to me not being explicit enough when I was rewarding points. Through critical reflection and discussions with my mentor teacher, I realised the importance of being specific with expectations and stating exactly why a student earned their stamp. Once I started focusing on stating the positive behaviours a child was displaying, e.g. “beautiful 5Ls Xavier, give yourself a stamp” I started to notice difference, not only did those students who earned a stamp strive to continue displaying that positive behaviour but also the other students who were not following classroom expectations would follow. This is a behaviour management strategy that I will continue using within my future classroom.
References
Adibsereshki, N., Abkenar, S., Ashoori, M., & Mirzamani, M. (2014). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal Of Intellectual Disabilities, 19(1), 83-93. doi: 10.1177/1744629514559313
The next classroom behaviour management strategy I implemented into KH was the use of various attention grabber techniques. I used clapping techniques, call backs and also counting to get the whole classes attention to either give them instructions or remind them of noise expectations. I would do a clapping sequence which all students would need to repeat back to me, this ensured me that they had all objects out of their hands and their full attention was on me. If the room was still noisy or some students were still not focused, I would repeat another clapping sequence until I had the whole classes full attention. The use of countdown worked effectively within KH for transitioning, as soon as I counted down from a number, all students knew that they had to be seated on their sit spots with 5Ls by the time I finished. The main attention grabber technique I used and the one I found most effective was the use of the call back “Hocus Pocus”. Once I said the words “hocus pocus” the whole class would have to put their hands over their eyes and respond by saying “everybody focus”. I would not give instructions until I had the whole classes undivided attention. These attention grabber techniques ensured all students were completely focused so they knew what was expected of them. I personally feel as though each of these approaches worked well with the kindergarten students I had while on practicum, therefore I will continue to implement these strategies within my future classroom.
During my practicum I had a student who was quite defiant, they would sometimes go into meltdown and begin to hurt their peers or throw objects and chairs around the classroom. After discussions with my mentor teacher I decided to implement a "green choices" and "red choices" card system into our morning routine (Green = good choices. Red = bad choice). The teacher mentioned that this was something KH focused strongly on during first term so I thought it would be a good idea to remind students as a whole class rather than individually of the expectations. Each day I would choose 3 "green choices" cards to stick on the board, it was done as a whole class discussion where I would guide them to think about the choices they have been making. KH would then come up with a decision on which three good choices were their class goal for the day (e.g. I raise my hand or I keep my hands and feet to myself). Throughout the whole day, I constantly observed to see which students were following the "green choices" and would reward them with a stamp throughout the day. This helped ensure students were being safe respectful learners. I noticed students showing beautiful 5Ls more often, active listening and being kind to their friends. I feel as though refreshing students memory of what is expected within the classroom each day was effective as I noticed a huge positive change overall.
Above are different lesson feedback sheets I collected as evidence to demonstrate how I implemented different behaviour management strategies while I was on my practicum.