Kayla Gray

1. Kayla Gray CEP 883 – Summer 2012 Course Project Case Analysis & Proposal

2. Introduction With the support of the texts, CHAMPS: A Proactive & Positive Approach to Classroom Management (Sprick, 2009) and Comprehensive Classroom Management (Jones & Jones, 2009), I have gained a more refined understanding of behavior management and motivation through the coursework associated with CEP 883. The purpose of this project is to exhibit my understanding of behavior management and motivation as presented in CEP 883 and create an authentic plan for a future student.

3. Meet Eric (pseudonym)

4. Eric’s Profile - School • Eric is an 11 year old boy entering 5th grade for the second time. • Eric’s past teachers have described him as defiant and aggressive. • His 5th grade teacher from last year complained that he had poor attendance, irresponsible behavior, and excessive missing assignments. These factors have caused him to fall behind, and are her basis for recommending retention. • On standardized tests, Eric performs well below grade level which is consistent with the effort that he puts forth at school. • Eric becomes frustrated easily with his school work. He often complains that it is too hard; his teachers believe that he just doesn’t want to do it.

5. Eric’s Profile – School (continued) • Eric shows disrespectful behavior toward school staff. He will lie, argue, and cuss at teachers, even if they were once close to him. • It is likely that Eric’s disrespect for teachers and other school staff stems from seeing and hearing his mother argue and cuss at teachers and staff. • Eric’s behavior is often disruptive to the learning environment.

6. Eric’s Profile - Social • Eric struggles to make and keep friends. He currently has one peer that he considers his friend. • Eric’s friendships do not usually last long. His peers try to give him a chance, only to be disappointed when Eric acts out in anger. • Many of his peers describe Eric as “scary.” • On the playground, he attempts to play with his peers; however, he does not always play fair, which often causes him to be ostracized from the group.

7. Eric’s Profile - Home • Eric’s family consists of his mother, three year-old sister, step-father, and grandmother. His grandfather, Eric’s “only friend” died unexpectedly when he was in 2nd grade. • Eric sees his biological father on a random basis. His step-father has recently been released from jail, and is now back in the picture. • The family (3 adults and 2 kids) lives in a small 2 bedroom house. They have several cats, whom Eric loves. The house is not well kept; Eric often comes to school with dirty clothes and poor hygene. • Eric does not receive much support from home. His homework is rarely completed; he is often tired from lack of sleep. The adults in his life are quick to yell before fully understanding a situation.

8. Necessary intervention! There are several reasons why Eric is in need of careful planning including academic and behavioral intervention. His academic achievement is very low. He has already failed a grade. He does not receive academic or behavioral support from home. He is lacking the skills necessary to gain and maintain friendships. His inability to make responsible behavior choices is affecting the learning environment.

9. Motivation for Eric Motivation = Expectation x Value x Climate (Jones & Jones, p. 225)

10. EXPECTANCY – Does Eric believe that he can be successful? • Eric has a history of not engaging in a task, possibly because he would rather not do the work than do it wrong and have to correct it. • Increase Eric’s expectancy for success by setting attainable goals (Jones & Jones, 256). • Allow Eric to experience success on smaller levels, then build up (CHAMPS, 29). • When offering extrinsic rewards for achievement, be sure that Eric believes that he can earn the reward (CHAMPS, p. 316).

11. VALUE – Does Eric finds value in the task? In the intrinsic/extrinsic reward? • Eric is often reluctant to start or complete his assignments. His tendency to choose taking consequences over completing assignments, is an indicator that the work is either too hard or that he doesn’t find value in the assignments. • Eric does respond well to extrinsic rewards. He thrives on positive praise from adults, especially those other than the classroom teacher or paraprofessionals. • Because Eric does not have many toys or personal items at home, he loves getting small prizes from the treasure chest as rewards for his hard work.

12. Climate – Is the environment supportive of Eric’s basic personal needs? Eric is exposed to several relationships within the school day: Teacher-student relationship Peer relationships Support staff – student relationships Eric’s relationship with himself Eric can only be successful in a school and classroom climate that is safe and supportive. Since Eric struggles with the social skills to maintain positive relationships, he will benefit from receiving direct instruction that helps him practice these skills.

13. Creating a Safe and Supportive Learning Environment Positive Teacher – Student Relationships Positive Peer Relationships Positive Home-School Communication

14. Create positive teacher-student relationships • At this point, Eric and I have a positive relationship. When he was in 4th grade, I really focused on building this relationship. • To maintain this positive relationship with Eric: • Express interest in him as an individual • Maintain a high rate of positive to negative statements • Communicate high expectations • Give specific descriptive feedback • Listen to him • Share responsibility with him • Communicate sensitively • Respond effectively when inappropriate behavior occurs. (Jones & Jones, p. 70)

15. Support Positive Peer Relationships • Eric does not currently have positive peer relationships. Several students have tried to be his friend, but they quickly lost trust, or became frustrated with Eric’s behavior. • To help Eric gain positive peer relationships: • Use base groups to help Eric receive support from his peers (Jones & Jones, p. 118). • Create a student directory with categories that Eric can list his name under. This will help him feel competent and valued (Jones & Jones, p. 123).

16. Establish and Maintain Contact With Family • I currently have a positive relationship with Eric’s mother and biological father. It will be important to maintain this positive relationship. • To maintain positive family contact: • Send a welcome letter to all students including Eric. • Make positive contacts through phone calls or letters home when Eric exhibits responsible behavior choices. • Keep parent-teacher conferences focused and positive using a Parent Conference Summary Form, such as the one presented on page 160 in Jones & Jones. • Keep Eric’s parents informed of his daily behavior, and personal goals using a weekly planner.

17. CLASSWIDE MOTIVATION SYSTEM • “Class wide systems can increase student motivation to behave responsible and strive toward goals” (CHAMPS, p. 306).

18. 100 Squares – Target Behavior (Turning in Assignments) This class wide motivation system consists of a 100 number chart that will be hung on the wall, and 100 numbered popsicle sticks in a cup to draw from. When every student in the class turns in an assignment, I will choose a student to draw a popsicle stick and color in the corresponding number on the chart. When a row, column, or diagonal is completed the class will be rewarded with pizza for lunch in the classroom on the following Monday (Pizza is not a huge expense, because it can be offered by the cafeteria in our school, with a little bit of advance notice.).

19. 100 Squares – (Cont.) Target Behavior (Turning in Assignments) Fading the system- After the class has earned 3 or four pizza for lunch days, we will have a class meeting where we can discuss creating a more challenging goal, such as two rows, columns, or diagonals to earn a pizza for lunch day, or even covering up all of the squares to earn an ice cream party. Eventually, I would like to turn our class wide goal into setting a record of number of 100% assignments turned in that the next 5th grade class can try to beat. This will move the motivation to a more intrinsic reward.

20. Classroom Management

21. CLEAR AND CONSISTENT EXPECTATIONS • It will be imperative that behavioral expectations are clear and consistent in each activity and transition throughout the day and school year. • Using the CHAMPS model and the three step method to communicate expectations to students, I will be sure to teach expectations immediately before an activity, observe behavior during the activity, and give feedback after the activity to ensure success. • CHAMPSs Model – 5 areas of expectations to communicate in order to promote success: • C- conversation • H- help • A- activity • M- movement • P- participation • S- success!

22. CLEAR AND CONSISTENT EXPECTATIONS (CONT.) CHAMPS Activity Worksheet (example): Activity: Independent Seatwork C- Conversation: Students may engage in conversations with students in their group during this activity only about the work assignment. Voice level should be at a 1 (whisper); only 2 or 3 students should be involved in a one minute conversation. H- Help: Students should try to get help from their peers without interrupting the teacher. If the teacher is needed, questions can be written on a sticky note and placed on the group work table. The teacher will reply as necessary (in writing or class wide announcement) when it is convenient for the teacher. A- Activity: Students will complete seatwork at their desks. When finished they may choose to go to a book (at their seat) or a math center. M- Movement: Students may get out of their seat only for necessary reasons, such as the pencil sharpener, restroom/drink, deliver a question to the teacher on a sticky note, or hand in/pick up materials. P- Participation: Participation is exhibited by looking at seatwork and 1 minute or less level 1 conversations with group members while looking at seatwork. S- SUCCESS!!!

23. CLEAR AND CONSISTENT EXPECTATIONS (CONT.) CHAMPS Transition Worksheet (example): Activity: Lining up for Recess C- Conversation: Students may engage in conversations with other students only to say “excuse me,” “thank you,” and “please.” Voice level should be at a 1 (whisper). H- Help: Students can get the teacher’s attention by raising their hand and waiting patiently to be addressed. A- Activity: Teacher will announce that it is time for recess students will tidy their desks and wait for any special instructions. Students will be released by table to push in their chairs and line up quietly by the door. All students will be lined up in 30 seconds or less. M- Movement: Students may only get out of their seat when called on and move directly to the end of the line. P- Participation: Participation is exhibited by walking quietly to the line when instructed to do so. Students will face the back of the student in front of them and walk single file in the hallway. Students may only talk for reasons listed above. S- SUCCESS!!!

24. POSITIVE SCHOOL & CLASSROOM CLIMATE • A positive school and classroom climate is directly related to student achievement. It is important for Eric to know that he is liked by his teachers and peers (Jones & Jones, p. 125). • To promote a positive school and classroom climate: • Student Directory- Create a classroom student directory in which all students in the classroom can be included and use to find students who can help with a variety of topics (Jones & Jones, p. 123). • The Teacher as a Model- The teacher should model responsible behavior at all times. Whether interacting with students, other teachers or other school staff, all interactions should be authentic and positive (Jones & Jones, p. 62).

25. Ideal Seating Arrangements • Because it is important for students to have experience in working together as a collaborative group, the desks in our classroom will be set in groups of four students. • Eric’s desk will be strategically placed in an area of the classroom where he can choose to slide it away from the group (In group 3, one of my group members called this a “private island.” I really like this idea). This will allow Eric to take responsibility for when he feels that he needs to move his desk. • Eric should also be seated with students who will be good role models of responsible behavior. These students should also have a high tolerance for distraction. It is likely that Eric will be distracting on occasion.

26. Creating an Intervention Plan for Eric

27. COLLECTING DATA • There are two areas of data that I am planning to track with data for Eric. These areas are based mostly on his previous teachers complaints, and will help him to be successful in the future. • Completing assignments- Eric tends to refuse to start assignments, or not complete them. This behavior will be targeted by the class wide motivation system (100 Squares). Eric should complete and turn in a percentage of his assignments based on improving his rate of turned in assignments. • Disrespect- Eric has a history of being disrespectful to his peers and teachers. It will be important to monitor the number of times Eric is disrespectful in a given time period throughout the year. Disrespect in Eric’s situation will be defined as raising his voice at a peer or teacher.

28. COLLECTING DATA (cont.) • First, I will collect data by keeping close track of his turned in assignments. This will allow me to monitor how often he is failing to turn assignments in. If the rate falls below 90% I will begin formulating a goals plan with Eric to improve his rate of turned in assignments. Otherwise, I will conclude that the class wide system is effective. • Second, I will collect data regarding Eric’s disrespect toward teachers and peers. If this becomes an area of concern, as it has in the past, I will meet with Eric to formulate a plan. Eric will be likely to deny that he is disrespectful. If this is the case I will have him complete a countoon similar to the one found in Jones & Jones on page 381. I will also collect data during this time, so that we can compare. If this is not enough to improve Eric’s disrespectful behavior choices then, we will meet again to construct a goals based plan.

29. Stay Positive • This course has helped me to understand that students have a basic need to be viewed positively by their teachers and peers. Therefore, they will make responsible behavior choices if they are shown how, and supported by a positive classroom environment. • It is important that I have positive expectations for all of my students academics and behavior. • With my help, Eric can be successful! (CHAMPS, p. 40)