I've always believed that it's important to go heavy on the positives with my special ed. students. It's always a little harder for me I think because I'm not their main classroom teacher and don't give them grades. It's harder for me to take away specials or recess.
In the past I've used a sticker chart system where the students earn two stickers a day (well a class). Once they fill up their sticker charts they are able to pick a prize from the prize box. I've been using that for years, and I'm finding that it gets boring for students, and maybe a little boring. They do like Class Dojo, but it doesn't always work for my tougher students. I have a few students who like to talk and be distracting and losing points isn't an incentive to get it together. For them I've had to use think time (time out in their classrooms). I also have another student who can be mean to other students and a bit defiant at times. She enjoys the positive points, but doesn't always care, especially if she starts losing points. She doesn't want to go to think time, so that might be an incentive. I've always tried to deal with behavior problems on my own, but some are just so extreme-out and out defiance-that I have to send them out. We also have a PBIS program and students can earn winning tickets for good behavior and really good prizes at the end of the week.
I'd love to find out what other people do, what behavior system that you use (especially special ed. and resource teachers) and how you use it in your classroom?
Enjoy your day off of work!!
This is what I use for behavior in my resource class
ReplyDeletehttp://mrshsresourceroom.blogspot.com/2012/08/behavior-clip-chart-for-resource-or.html
Kim
Mrs. H's Resource Room
I love it! Thanks for sharing. I know a lot of our teachers use clip charts as well so that would work.
ReplyDeleteHey Jacqui! I have an endless supply of behavior systems in my class! I get bored, the kids get bored, and not everything works for every kid. I use a color chart (I use velcro instead of clips). I also use Focused Fred and Independent Iggy that I made up for specific skills and the kids earn stars which turn into prizes when they get 10. Another easy strategy is a rule I made up and it really helps. I call it "giving complements" and every time a kid sees someone making a bad choice, they have to find another student to give a complement to. It reduces negative attention, promotes peers to ignore bad behavior, and highlights desired behaviors. If every kid is doing something wrong, all I says is "I'm looking for someone to give a complement to but I don't see anyone!" and instantly they correct their behaviors.
ReplyDeleteHere are the links for a couple of my blog post categories that might help.
social skills:
http://teacherlisasclass.blogspot.com/search/label/Social%20Skills
behavior modification: http://teacherlisasclass.blogspot.com/search/label/Behavior%20Modification
Lisa
The Lower Elementary Cottage
Jacqui, I am a self-contained special ed teacher and behavior is the primary focus in my classroom. Go here http://thebendersbunch.blogspot.com/search/label/Class%20pics
ReplyDeleteand scroll down to see my behavior chart and the daily behavior report card that goes with it. You can get the daily report card from this post. If you're interested in the smiley faces, let me know and I can send them to you. I also use individual student token boards to work on a specific behavior with a particular child, such as sitting, quiet hands, not shouting out, etc. I don't have pics of my token boards, but you can go here to get the idea: http://www.abaresources.com/pdf/Iamworkingfor.pdf. I customize the tokens to fit the child's interest and use velcro to attach them as they are earned. For example, if the student likes race cars, I make his tokens race cars. Then, with the student that is working on not shouting out; every few minutes I catch him not shouting out he earns a token. When they have earned the amount of tokens they need, they earn what they were working for. Providing a reward (positive reinforcer) is extremely critical to shaping their behavior, because kids need a reason to change their behavior. If we reinforce good behavior everytime it occurs, it is more likely that the good behavior will occur again. Positive reinforcement should occur very frequently in the beginning and then gradually require more tokens to be earned before getting their reward. The reward must be meaningful for the child and something they want!! I hope this helps and makes sense to you!!!
~Traci
DeleteThe Bender Bunch
Hey! you inspired my blog post for today! I mentioned you over on my blog, and I posted a bunch of my ideas about behavior systems all together so you don't have to hop around to find them. Go take a peek when you have some free time.
ReplyDeleteLisa
The Lower Elementary Cottage
I have a couple posts on behavior. The last two years I was more of a resource room, and this year I'm doing more co-teaching. My behavior posts are mostly from when I was a resource room teacher though. I hope they help:)
ReplyDeleteWe are ALL Special!
Hey Jacque!
ReplyDeleteIn my class, I do Dixon dollars they can earn to not only buy things buy earn special rewards such as lunch with a friend in the classroom, free homework pass, iPad time, etc. I also do a class brownie points system in which they have to fill up a brownie pan with "brownies" which are just laminated brown squares of construction paper and they earn a whole class reward. :)
Gabrielle
Teaching Special Thinkers
I find it's hard to do reward systems as a class because all kids are different and need different kinds of reinforcement. Love the ticket idea! =) I'm your newest follower, drop by.
ReplyDeleteJust Wild About Teaching