What is learning?
Learning is still an active process. I don't think I'm going to change my opinion on that anytime soon. I guess the question is what can we do as teachers to better engage and activate students who are distracted with their own behavior issues?
How can learning be best effectuated by a teacher . . . for students with behavior issues?
In my short teaching career, I have always taught the lower-end math students. For whatever reason, there seems to be frequent connections between lower-end math ability and poor behavior. Through this week's readings and videos, I have realized that I do a lot of informal FBA's already. I am always looking for what might set a student off and what I can do to intervene before it happens. I am also on the look-out for things that students are doing well and I try to build a positive rapport with each student, but especially the more difficult ones. This comes from frequent and respectful communication with the students, as well as explicit directions and clear expectations. I also realized this week that I could improve by keeping better track of data, writing out formal behavior assessments and working more closely with a "team" of teachers who may share the same students and the same frustrations.
Subscribe to:
Post Comments (Atom)
I think what is key to the whole process of FBA is to analyze, analyze, analyze. It's critical to analyze when students demonstrate "bad" behavior, analyze what works with individual students to deter said behavior, and analyze future lessons to incorporate appropriate activities and results for continued success for the student. I also like the idea of using PBS when the desired behavior is demonstrated to reinforce that behavior.
ReplyDelete