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SPE 200-Field Behavior Assignment

Inclusive Classroom Practices
Carly Sepe
Saint Josephs University
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Assessments/ Problem Behavior-

Problem Behavior-
Calling out- Blurting out random words and noises when not asked, which distracts the students
and the teacher.

Assessments- (Will be Handed in Physically)

Indirect:
Interview- For this assessment I interviewed my cooperating teacher on questions about my
target student. From this data, the teacher told me many things about this childs problem
behavior and when/where it occurs. From this, I learned that this childs behavior of calling out
occurs in the morning during morning routine, work, meeting, and during special. His behaviors
distract the teacher and his peers and frequently causes issues in the classroom. The teacher
informed me that this students internal events that influence his behavior is his academic skills.
He doesnt like the morning and doing routine work, therefore these behaviors occur, but during
instruction he is well behaved which I found very interesting. When his behaviors occur, the
teacher yells at him and tells him to move down on the behavior chart. Right now, he is at the
point where he is isolated from his peers, has a behavior checklist on his desk, as well as a
behavior plan being sent home to his parents.

Behavior Checklist- This form of assessment that my cooperating teacher completed out was by
far one of the most effective and helped me understand this child more. From this, I learned that
this student has many talents, for example he is above reading level, he has a great memory, and
he is succeeding in spelling. She also noted that this student is very bright but gets distracted
very easily, and he is very sweet and caring. I have observed this because he is always the first
student to go to someone if they are upset or need help. This child also uses a timer when he is
working independently so he stays on track. He also never has inappropriate social behavior and
manipulative events, as well as signs of withdrawal. On the other hand, he frequently is
hyperactive which I have observed is the main causes to his behavior.

Descriptive:
Interval Recording- This assessment that I recorded was interval recording and was the most
beneficial because it helped me see these behaviors physically occur. From this, I learned that
this childs behavior occurs in the morning. I observed this child three times during morning
walk, special, and group work. I recorded in intervals of fifteen minutes and I witnessed a
various amount of behavioral issues. During morning work, he was off track eight times in
fifteen minutes. During special, he was off track six times, and during instruction and small
group he was off track once. From this, I noted that these behaviors occur doing a routine
schedule and mainly during events he doesnt like. I can also tell that he likes instruction time
and small group because he doesnt act out during this time.

Functional Assessment Summary Statement-

When entering the room every morning and told to take part in their morning routine by putting
away their belongs, handing in homework and doing morning work, this student finds
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distractions by calling out when told not to. These behaviors are maintained by isolating the
child, filling out a behavior chart, removing recess, and going down on their behavior chart.

General Approach-

Setting Event Strategies- During the mornings in this Kindergarten classroom the setting is loud
and chaotic due to students coming in at different times from breakfast. The students are also
doing various tasks like handing in homework, putting away their belongings, and then starting
morning work. During this time, the teacher also takes attendance and does lunch count. The
students also make this time their own time to socialize with their friends. To fix this, the teacher
should make morning routine/work a silent time, for I believe this causes my target students
behavior. This student can also have a routine checklist/behavior checklist on his desk so he can
use this as a guide.

Predictor Strategies-
a) Instruct this student by saying Please do your work silently.
b) Instruct this student by saying Please do your work with no distractions.
c) Set rewards for this student by explaining that if he has a good day or gets his work done
then he will be rewarded.
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Teaching Strategies: The teacher will provide this student with prior knowledge on appropriate
behavior and to always remind him of the class rules that he signed in the beginning of the year.
The teacher will also give him a behavior checklist that he checks off every day. This will also
include visuals of appropriate classroom behavior (ex: raise hand when you have something to
say). Praising the student and getting to know him and his home life better is very beneficial if
these behaviors are attention seeking. When observing, and talking with the teacher, I have
witnessed that this student is gifted, advances in much material, and acts more mature than other
students which disconnects him from creating friendships with his peers. Therefore, I believe that
this student wants attention from his teacher and peers because he wants to feel a sense of
belonging. He could also be going through difficulties at home which is also making him want
attention at school. These behaviors also occur in the morning when he comes in to the
classroom and is instructed to do morning routine, morning work, and morning meeting. In the
morning, this classrooms atmosphere is chaotic and there is a lot of activities happening at once.
During instruction and small group, he is well behaved because he loves math, reading, and
writing (the subjects I have observed), and he is advancing in these subjects as well.

Consequence Strategies:
a) When this student is doing his work silently, the teacher will praise him for getting
started. When this student finishes his work, he will be allowed to move up on the
behavior chart.
b) If this student goes off task, the teacher will remind him of the class rules and his
behavior checklist. If his behavior is minor and happens one time, then the teacher will
ignore him. If this happens repeatedly then the teacher will tell him to move down on the
behavior chart.

Routines:
a) Every morning, the teacher will ask this child how he is feeling and how excited she is to
start the day. This will show student interest and attention to the child if this is what he is
lacking.
b) The teacher will praise this student every time he does something nice, good, and if she
likes the behavior. This will inform the student to keep doing these behaviors and set an
example of what a good behavior is.
c) If this student is not following directions and is distracting his peers with his problem
behavior, the teacher will ask him to go outside to take a short reflection break, or once
again remind him of good behaviors he must display and the class rules he signed.

Monitoring and Evaluations: The teacher will fill out an observation form every day for this
child and go over it with his parents. This observation form will consist of his behaviors for the
day. When meeting with the parents, the teacher will not tell the parents of this students bad
behaviors and disruptions, but will tell them of the good things he did this week. If necessary,
then she will discuss the issues but this will follow with strategies on how to fix it. Also, if these
behaviors are occurring due to attention seeking issues, then the teacher should get to know the
parents and the students home life more so they are aware. The teacher should also get to know
the student better, to show support and that she cares.
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School Observation-
I am currently at Musselman Kindergarten Center in Norristown PA (1020 Sandy Hill Road,
Norristown, PA 19401/ (484) 270-2140)) I attend my placement every Tuesday from 8:45am-
11:15am. This school consists of mainly Hispanic and African American students with mainly
Caucasian teachers and faculty. The classrooms include 20-25 students and when teachers are
absent their class combines with others. Most students speak Spanish, therefore there is a large
ELL program here for those students, as well as a translator. Most students are also living in a
single parent household or with other family members. This causes life obstacles for these
students for example, lack of money and loss of jobs, which causes behavior issues and attention
issues. This school doesnt have a large amount of money but the faculty and teachers have
worked hard around this. A few years ago, the Norristown school district received a grant which
they bought many iPads and computes for the students. This causes a technology based
instruction in most classrooms. This schools environment is very welcoming and friendly which
I adore. The principal knows every students name and the teachers are amazing and so
inspiring. The walls are bright and colorful and all the students work is displayed on the walls. I
admire this school greatly, along with its teachers and ability to create strong connections with
each student. My cooperating teacher, Miss. Lauren Koneski, is a very young teacher and is
currently taking classes for her masters in the night time. Most teachers in this school are very
young, which I find is the best for young children. In early grades, a teacher must be active and
have energy. My teacher has also instructed me in many ways. She allows me to teach lessons,
and do small group work every week. She also gives me extra copies of classwork which I can
use in the future. I find It very easy to talk to her and she has helped me grow and gain new
aspects and ideas about teaching. I have also been in this class for the whole year, therefore I
have created strong relationships with the students and has made my love for teaching stronger.
Miss. Koneskis teaching strategies are also student centered and she gives the students much
choice. She also has jobs for her students which I like because it gives them a role and a voice.
Her physical arrangement is strongly thought out and meets the needs for certain students. She
has a quiet corner, her storage is low so the students can access it, she has a word wall, and her
desk is behind the students so she can see them. One thing that I do not agree with is her
behavior chart and how she isolates students when they misbehave. Overall, my classroom has a
great atmosphere and the students are excited to come to class every day and learn.

Below is my attendance sheet of my observations along with my teachers signature:

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