On February 20 I was able to spend part of the day observing a setting four EBD special ed

teacher. This was a great opportunity to observe some techniques for handling special
education students with EBD diagnoses as a great percentage of my students have similar
diagnoses.

Observed Txxxxx Kxxxxxx 11:35-1:30

Setting 4 EBD Math Class
5 students 5th-6th grade

Before the observation I sat down with the teacher and asked her what things I as a new teacher
should watch for:
body language incentives/praise
redirects routines

Students came in from lunch, immediately sat down. Mrs K told them to please get their math
materials. Students got their materials and sat back down.

Students raised hands to ask for help. Teacher politely acknowledged each student even if she
couldnt get to them immediately, told each student that they would be next.

Teacher uses beans to reward students for good behaviors, students earn an incentive by filling
a jar with the beans theyve earned.

Classroom - clean, organized, engaging, student desks spaced to minimize distraction, tape on
the floor to keep desks in place. Some standing desks, sharp & dull pencil cups

Teacher moving around the room, checking on individual students even if not asking for help.
Students very good at asking for permission.

11:55 - student asked for a self 5, felt anxious because of the math material. Mental Health
Practitioner talked to, praised efforts. Student returned to own desk at 12:00

Teacher presented common core mathematics techniques on the board:

316 300 10 6 *Intersecting way to visualize math
x 27 20 7

42
70
2100
120
200
 + 6000

8532

Teacher asked student who was sitting sideways where his assigned area was

After about 1/2 hour students getting antsy. At the end of class students got a treat for secret
student being on task for the entire period.
Mrs. K has a well organized class and runs a tight ship. The students in this class struggle to
maintain appropriate behaviors and appropriate reactions. They need consistency and rules.
They raise their hands before speaking, they ask for permission, they have their own space and
routine, they have to wait for direction before they do anything. Mrs. K uses a stern, direct voice,
she treats the students respectfully and expects the same in return. She gives the students the
individualized attention that they need for both curriculum and behavior. All of these techniques
are specifically the point of a setting four classroom where the students have a 2:1 student/adult
ratio.

These techniques can be applied to special ed students in the general education classroom as
well. A well laid out routine leads to better classroom management. Students need
organization, rules, and strong leadership to reach their greatest potential. The thing Ive found
most difficult with this is the application rather than the theory. Something for me to continue to
practice.