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Jim Hill High School

Behavior Management Mini-Portfolio

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Behavior Management

Mini-Portfolio (6 weeks)

Student Name: John Smith

Duration: 01/28/08-03/07/08

 

Objective:

The student will demonstrate each of the following behaviors:

a.       follow classroom rules

b.      respect teachers, peers and authority figures

c.       work collectively in groups

d.      remain on-task at least 80% of the time while completing a task

e.       raise had before speaking

f.        work quietly without disrupting others

g.       comply with teacher directives 7 of 10 times

                                      

Procedures:

1. The teacher will establish a set of rules along with appropriate consequences for the student.

2.  The teacher and student will complete a Student/Teacher Contract agreeing on the goal of the student, the consequences for failure to meet the goals, and the rewards if the goals are met.

3. The teacher will show positive reinforcement whenever the student displays the appropriate behaviors (praise, treats, free time, more computer time etc.)

4.  The teacher will complete a Behavior Rating Sheet reporting the student’s behavior for each day of the week for six weeks.

5.  The teacher will constantly redirect the student in times of off-task behaviors.

6.  In times where the student is not demonstrating the required behaviors, the teacher will initiate interventions including the following: verbal warning, teacher-student conference, phone call to parent, Parent Notification Sheet, Discipline Sheet to parent, incentives taken away, detention, and in school suspension (ISS).

 

Materials:

Rules Chart

Consequences Chart

Rewards Chart

Student/Teacher Contract

Behavior Rating Sheet

Parent Notification Sheet

Discipline Sheet

 

Evaluation:

The student’s special education teacher (Mrs. Johnson) will complete a behavior rating sheet of the student’s behavior each day for six weeks.

 

  

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 01/28/08-02/01/-08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

2

 

2

 

2

John will respect teachers, peers and authority figures.

 

3

 

3

 

3

John will work collectively in groups.

 

2

 

N/A

 

2

John will remain on-task at least 80% of the time while completing a task.

 

1

 

2

 

1

John will raise his had before speaking.

 

1

 

1

 

2

John will work quietly without disrupting others.

 

1

 

2

 

1

John will comply with teacher directives 7 out of 10 times.

2

 

2

 

2

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use behavior contracts for short term targeted objectives.

 

Comments: John shows proficiency in respecting his peers, teachers, and authority figures. This may be a result of establishing a working relationship with him. However, he needs to improve in remaining on-task, raising his had before he speaks, and working quietly without disrupting others. Although he was explained the classroom rules he continues to speak without raising his hand first.

 

 

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 02/04/08-02/08/08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

 

2

 

No School

 

John will respect teachers, peers and authority figures.

 

 

3

 

No School

 

John will work collectively in groups.

 

 

2

 

No School

 

John will remain on-task at least 80% of the time while completing a task.

 

 

1

 

No School

 

John will raise his had before speaking.

 

 

2

 

No School

 

John will work quietly without disrupting others.

 

 

1

 

No School

 

John will comply with teacher directives 7 out of 10 times.

 

2

 

No School

 

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use behavior contracts for short term targeted objectives.
  • Use of re-directing John.
  • Develop and implement a classroom-wide positive behavior system that directly connects academic performance and appropriate behavior with rewards and consequences.

 

Comments: John has shown some improvement in raising his hand before speaking. On the contrary, he seems to be lacking the self control necessary to be successful in the classroom. Specifically, he plays too much and constantly interrupts his peers. He had to be constantly re-directed in order to stay on-task.

 

 

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 02/11/08-02/15/08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

2

 

Absent

 

3

John will respect teachers, peers and authority figures.

 

3

 

Absent

 

3

John will work collectively in groups.

 

2

 

Absent

 

2

John will remain on-task at least 80% of the time while completing a task.

 

2

 

Absent

 

1

John will raise his had before speaking.

 

2

 

Absent

 

2

John will work quietly without disrupting others.

 

2

 

Absent

 

1

John will comply with teacher directives 7 out of 10 times.

3

 

Absent

 

3

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use of behavior contracts for short term targeted behavior objectives
  • Use re-directing John.
  • Develop and implement a classroom-wide positive behavior system that directly connects academic performance and appropriate behavior with rewards and consequences.
  • Frequently acknowledge appropriate behaviors.
  • Provide a full schedule of meaningful activities to avoid “down time” problems.

 

Comments: Although John usually has no problem with complying with teacher directives or following class rules, he is very immature. His child-like behavior distracts other students from the learning process. He needs to have a more serious attitude towards his education.

 

 

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 02/18/08-02/22/08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

 

3

 

3

 

John will respect teachers, peers and authority figures.

 

 

3

 

3

 

John will work collectively in groups.

 

 

2

 

N/A

 

John will remain on-task at least 80% of the time while completing a task.

 

 

2

 

2

 

John will raise his had before speaking.

 

 

2

 

2

 

John will work quietly without disrupting others.

 

 

2

 

2

 

John will comply with teacher directives 7 out of 10 times.

 

3

 

3

 

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use of behavior contracts for short term targeted behavior objectives
  • Use re-directing John.
  • Develop and implement a classroom-wide positive behavior system that directly connects academic performance and appropriate behavior with rewards and consequences.
  • Frequently acknowledge appropriate behaviors.
  • Provide a full schedule of meaningful activities to avoid “down time” problems.

 

Comments: John has improved slightly in remaining on-task and working without disrupting others. This may be as a result of any of the following interventions being used: constantly re-directing him, the positive behavior system where he is rewarded with time on the computer whenever he demonstrates proficiency towards his targeted behaviors, frequently acknowledging him for appropriate behaviors, or because he is provided several activities to avoid “down time” problems.

 

 

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 02/25/08-02/29/08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

3

 

Absent

 

Absent

John will respect teachers, peers and authority figures.

 

3

 

Absent

 

Absent

John will work collectively in groups.

 

2

 

Absent

 

Absent

John will remain on-task at least 80% of the time while completing a task.

 

2

 

Absent

 

Absent

John will raise his had before speaking.

 

2

 

Absent

 

Absent

John will work quietly without disrupting others.

 

2

 

Absent

 

Absent

John will comply with teacher directives 7 out of 10 times.

2

 

Absent

 

Absent

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use of behavior contracts for short term targeted behavior objectives
  • Use re-directing John.
  • Develop and implement a classroom-wide positive behavior system that directly connects academic performance and appropriate behavior with rewards and consequences.
  • Frequently acknowledge appropriate behaviors.
  • Provide a full schedule of meaningful activities to avoid “down time” problems.
  • Use of learning activities that actively engage John’s interest and involvement to prevent behavior problems.

 

Comments: Although John was not present on Wednesday and Friday, he showed much improvement when he was present on Monday. Tailoring John’s assignments to his own unique interests has caused him to be more engaged in the lesson as well as more focused and on-task.

 

Daily Behavioral Rating Sheet

 

Student’s Name: John Smith

Teacher Completing Form: Mrs. Johnson

Week of: 03/03/08-03/07/08

Instructions: Document John’s behavior daily. Put the number that corresponds to the desired behavior (objective) in the box.

Rating Scale:         Unsatisfactory = 1            Average = 2             Great = 3

 

Behavior

Monday

Tuesday

Wednesday

Thursday

Friday

John will follow classroom rules.

 

 

3

 

3

 

John will respect teachers, peers and authority figures.

 

 

3

 

3

 

John will work collectively in groups.

 

 

2

 

2

 

John will remain on-task at least 80% of the time while completing a task.

 

 

2

 

2

 

John will raise his had before speaking.

 

 

2

 

2

 

John will work quietly without disrupting others.

 

 

2

 

2

 

John will comply with teacher directives 7 out of 10 times.

 

3

 

3

 

Note: The student is on an A-day and B-day schedule.

 

Interventions:

  • Establish a positive working relationship with John.
  • Explain and teach classroom expectations and behaviors in the classroom.
  • Use of behavior contracts for short term targeted behavior objectives
  • Use re-directing John.
  • Develop and implement a classroom-wide positive behavior system that directly connects academic performance and appropriate behavior with rewards and consequences.
  • Frequently acknowledge appropriate behaviors.
  • Provide a full schedule of meaningful activities to avoid “down time” problems.
  • Use of learning activities that actively engage John’s interest and involvement to prevent behavior problems.

 

Comments: Throughout the entire six week period, John had improved greatly in the following areas: following classroom rules, remaining on-task, raising his hand before speaking and working quietly without disrupting others.  The above interventions were each successful in helping John to reach proficiency in his targeted behaviors.

 

 

 

 

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