When I first started back in C1, the students had a classroom management system that included table points, earning stars for being on task that was rewarded by lunch bunch, and a whole class reward system that was rewarded with a classroom party. My mentor teacher was very frustrated with the amount of students talking out, getting out of their seats, talking with their neighbors, etc. I introduced her to a classroom management system that I worked with in Boise. It is similar to the colored card system, but informs the students parents of how they are performing in school. I also showed her P.A.T - Preferred Activity Time. My mentor decided to implement these two strategies in the classroom, and I think this is a great starting point for my teacher research project.
I wish I had had more time to collect data before we started the new management system. However, I have noticed several of the students responding to the system - in a good way! Two days ago, one of the students asked me "Miss Gies, was I being disruptive when you asked me to move my name?" It was evident through our conversation that he was self assessing his actions, and realized that he could turn his behavior around if he just tried. This new system seems to be working well for the class as a whole, but I still need to gather more evidence to see if it the system is working well for T and K, the students with AS in my classroom.
When we first started the new system, T did not respond very well. He was concerned about what his peers would think of him if he had to move his stick. I told him that I would then move his stick for him, and I contemplated creating his own chart system on his desk. However, I do not think that this will be necessary because over the past few days, he has not complained when I ask him to move his stick. I think that as each day goes by, he is improving in his behavior. One strategy that I definitely plan on implementing during my work sample and three weeks of full time teaching is posting the lesson objective on the board. I think this will help all the students stay on task, but will definitely be beneficial to the two with AS.
K is so different from T and so stays so quiet that I almost forget about him. However, on the 29th, he had a really off day. I think that this is because our schedule was so off. In the morning, we were invited to a "wax museum" put on by the fifth grade class in our pod, then we had an assembly, two specials, a movie for ELD, a birthday party, and PAT. During the assembly, he kept asking me if he could go back to the classroom and read his book, he also asked if he could take a book out to recess. When we were in the classroom, he was rarely in his seat, and if he was he was coloring. How do I encourage him focus??!?! Also, sometimes K stays at his seat when it is mini-lesson time at the carpet, but when you ask the class a question he knows the right answer, his mind is almost functioning at two different levels - he is at his seat, focusing on coloring, but also in tune with what is going on with the rest of the class. So, do I really need to encourage him to focus? Or is he getting what he needs from the lessons? This would be something that I would have to question again when I am able to give pre-test/post-test for my work sample.
Some of the data that I am working on collecting include - inappropriate questioning, off task behavior, becoming "stuck" on an issue, and the number of times the students get out of their seats.
I also need to start forming interview questions and interview several people on my list.
I am going to a meeting on Monday about Autistic Students provided at the Teacher Inservice at Lamb.
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