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Disrespectful Behaviour ((Roll's his eyes towards the teacher and…
Disrespectful Behaviour
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Inconsiderate towards the feelings, thoughts and opinions of his teachers and peers
Destructive towards classroom furniture, tools and resources and of his peers property
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When a child does not cooperative and prevents themselves and their peers in class from learning in the classroom. A child of a disruptive nature will grab the attention of the teacher preventing the teacher from giving other children attention.
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Privileges taken away: Recess, golden time, free time
Acknowledge positive behaviour and always check in with the student, one on one
Praise, Praise, Praise on all positive fronts shown by student
Call Zain frequently to ensure he is focused, and engaged at all times. This will keep them him on their toes
Assign a classroom job / responsibility to keep him busy and show he is a valuable asset to the class
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Reinforce, classroom rules, norms, procedures and expectations
Tier 1 Strategies
When Zain is exhibiting unacceptable behaviours, and not following rules, the attached reflection sheet is to be completed by him to reflect back on his inappropriate actions. He needs to identify where he went wrong and why, and how to make a better choice in the future. This will be documented throughout the school year. https://www.resa.net/downloads/positive_behavior/taft_g3_g4_g5.pdf
Office referral. Zain will be sent to the office if I am unable to control his behaviour in the classroom. He will be given 3 verbal chances and if he is still behaving inappropriately, out of control, self destructive, violent, or aggressive, I will send him to the office. I will give the office a heads up and have this documented on referral sheet with a detailed description of the behaviour
Note sent home to parents via email of all praises and unacceptable behaviour so both parties are aware. This will be documented throughout the year.
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Tier 3 Strategies
Referral for an outside counsellor / psychologist to be considered after consent from the family has been given
When Zain is not responding to interventions, and it is unclear why the behaviour is occurring, it would be best to complete a Functional Behaviour Assessment (FBA) to help identify the root cause of the behaviour
Behaviour meetings with the family to ensure all parties are on the same page and information is accurate so there are no two stories. Forces disengaged and inactive parents into the behavior planning and intervention process and helps make parents more responsible for addressing the student’s behaviour
In class time out where a chair will be in a specific spot for Zain if he continues to not reposed to consequences
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School Counsellor on board to meet him (in groups of similar students so he is not singled out) to teach coping skill, relationship skills, conflict skills, resolution skills and discuss his feelings when in these situations. "Talk it out" method. Deputy principal, counsellor and parents in agreement of this.
Tier 2 Strategies
Use the check in check point sheet system to monitor Zains behaviour on a daily basis. This will be a reflection of his behaviour throughout the day where he is scored 2 for great job, 1 for so, so and 0 for doesn't meet goal.This will be shared between the deputy principal, counsellor, teacher and parent.
I will use a BIP form for Zain when he exhibits consistent and significant behavior problems. That interferes with his learning and of his peers in the classroom. This will be more individualised, with more intensive monitoring and address specific issues of him being defiant and refusing to follow directions and being disrespectful in the classroom.
Initiate a behaviour contract which entails a daily behaviour chart to ensure Zain is adhering to his expectations. Deputy principal, counsellor and parents in agreement of this.
Disruptive Behaviour
Speak out of turn, blurt out
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Drop things, laugh, or makes noises on purpose
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Out of seat, walking around class, getting drinks, sharpening pencil, etc
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Redirection of a quick reminder of what she should be doing to stay on task and disrupt the rest of the class.
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Ignore Sara when she misbehaves, is off task, due to trying to get attention. Don't give her attention as it will address reinforcing the undesired behaviours.
Strategies
Give Sara a positive remark when I see her staying on task, behaving appropriately, paying attention, prepared for work, sitting quietly, and let her know that I am proud of her to encourage this behaviour
When Sara becomes agitated, raises her voice, and becomes physically or verbally aggressive stay calm at all times, be firm and straight with what her expectations are. Do not dwell and entertain the argument or defiant behaviour for too long then walk away once the instruction has been given.
Time-out, and structured breaks to calm her body down and get her thoughts together. Once she has settled, ask her if she is ready to join in with the class. This has to be repeated.
Initiate a daily positive behaviour tracking form so she herself can visually see, her achievement in good behaviour and once she thinks about her actions, and about making good choices she can too can be a good student just like her peers The positive in this will allow her to excel in her learning.
Praise, Praise, Praise on all positive fronts shown by student. Acknowledging Positive Behavior
When a child has temper tantrums, physical aggression, attacking other children, stealing, and other forms of being defiant and resisting authority
School Counsellor on board to meet her (in groups of similar students so she is not singled out) to teach coping skill, relationship skills, conflict skills, resolution skills and discuss his feelings when in these situations. "Talk it out" method. Deputy principal, counsellor and parents in agreement of this.
Sensory tools to help with her anger management, but to be monitored so this does not become a hindrance.
Check in on her at all times. Call upon her during lesson time to ensure she is focused and kept on her toes to avoid her becoming distracted and distracting her peers
Strategies
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Initiate a behaviour contract which entails a daily behaviour chart to ensure Sara is adhering to her expectations. Deputy principal, counsellor and parents in agreement of this.
Use the check in check point sheet system to monitor Sara's behaviour on a daily basis. This will be a reflection of her behaviour throughout the day where she is scored 2 for great job, 1 for so, so and 0 for doesn't meet goal.This will be shared between the deputy principal, counsellor, teacher and parent.
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Strategies
Referral for an outside counsellor / psychologist to be considered after consent from the family has been given
When Sara is not responding to interventions, and it is unclear why the behaviour is occurring, it would be best to complete a Functional Behaviour Assessment (FBA) to help identify the root cause of the behaviour
Behaviour meetings with the family to ensure all parties are on the same page and information is accurate so there are no two stories. Forces disengaged and inactive parents into the behavior planning and intervention process and helps make parents more responsible for addressing the student’s behaviour
In class time out where a chair will be in a specific spot for Sara if he continues to not reposed to consequences
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When I compared and contrasted the interventions for each of the different tier's for both challenged behaviours, I found that the strategies all go hand in hand and overlap. For both, intervention would be at it's extreme at Tier 3 where involving an outside counsellor / psychologist would need to be considered after consent from the family has been given as additional support to help the student at home and for the school to have better control of the students behaviour.
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Module 4, Unit 4, Activity 3
