1. Jordan Little Forest View Elementary – 5 th Grade

2. Established from Day One Stand your ground Authority Rules, expectations, procedures Students thrive from consistency Consistency Make them clear Consequences & Rewards relevant Expectations

3.  Students work together to meet a common goal (s)  Students identify with each other under a common classification: Phoenix Team, Dragon Team, Miss Little’s Polar Bears  Morning Meetings  Compliments  Projects that highlight various cultural backgrounds present in classroom  Students work together to meet a common goal (s)  Students identify with each other under a common classification: Phoenix Team, Dragon Team, Miss Little’s Polar Bears  Morning Meetings  Compliments  Projects that highlight various cultural backgrounds present in classroom

4. 5 th grade, 11 years old, female Student at Forest View since 3 rd grade Parents separated, older sister, few “close, true” friends in class Will most likely move on to the 6 th grade

5.  Strengths  Chooses appropriate “just right books” and reads them regularly for enjoyment  Eager to please  Needs  Misses various social cues  Invades personal space of other students  Calls out regularly in class  Seeks peer approval and attention  Strengths  Chooses appropriate “just right books” and reads them regularly for enjoyment  Eager to please  Needs  Misses various social cues  Invades personal space of other students  Calls out regularly in class  Seeks peer approval and attention

6.  When not called on, student blurts out her answer  Hums and sings during class work, unaware she is disturbing others  Seeks attention from others, but when she gets it she causes a scene: tell them to stop looking at me, he’s saying things to me across the room, etc.  When she is reminded of her checklist she adjusts her behavior and is more attentive  If not checked on regularly during independent activities, she will remain off task until she is redirected: doodling, coloring, writing notes, messing around with computer keyboard, wandering around the room  When not called on, student blurts out her answer  Hums and sings during class work, unaware she is disturbing others  Seeks attention from others, but when she gets it she causes a scene: tell them to stop looking at me, he’s saying things to me across the room, etc.  When she is reminded of her checklist she adjusts her behavior and is more attentive  If not checked on regularly during independent activities, she will remain off task until she is redirected: doodling, coloring, writing notes, messing around with computer keyboard, wandering around the room

8.  When other students enter the classroom and do not shut the door, she takes it upon herself to get out of her seat and shut the door  If she is not called on, she will get out of her seat, walk up to the front, left side of the room and interrupt or jump up and down until she is called on  Calls out to any faculty that enter the room: “Hi Mrs. Sledge!,” “Mr. Clay!,” “Miss Irvin!”  Scoots her desk up to the window by the door and waves at anyone passing by, and sometimes attempts to call out to them  Calls out to any student looking at her: “Rudy’s looking at me!” “Why is everyone turned around?” “Rudy, no one cares about that!” “You’re stupid!”  She skips around the classroom  She falls out of her chair on a daily basis  When other students enter the classroom and do not shut the door, she takes it upon herself to get out of her seat and shut the door  If she is not called on, she will get out of her seat, walk up to the front, left side of the room and interrupt or jump up and down until she is called on  Calls out to any faculty that enter the room: “Hi Mrs. Sledge!,” “Mr. Clay!,” “Miss Irvin!”  Scoots her desk up to the window by the door and waves at anyone passing by, and sometimes attempts to call out to them  Calls out to any student looking at her: “Rudy’s looking at me!” “Why is everyone turned around?” “Rudy, no one cares about that!” “You’re stupid!”  She skips around the classroom  She falls out of her chair on a daily basis

9. Daily Completes one chart per week Each day is a new day Hourly Check mark or “x” for each hour Student is held accountable, keeps track of chart Behavior Support Daily & Weekly rewards Student suggests rewards

10.  I collected anecdotal notes on a regular basis regarding abnormal student behavior  Along with the notes, I kept track of reinforcement administered  Because we worked on one specific skill at a time, we were able to isolate the behaviors and make improvements  Daily “rewards” reinforced desired behavior  Working towards an attainable goal made it relevant to the student  I collected anecdotal notes on a regular basis regarding abnormal student behavior  Along with the notes, I kept track of reinforcement administered  Because we worked on one specific skill at a time, we were able to isolate the behaviors and make improvements  Daily “rewards” reinforced desired behavior  Working towards an attainable goal made it relevant to the student

11. This particular checklist is incomplete due to a suspension earlier in the week. You can see a few “x” have already been placed in the according time slots. She was only present for half a day and the transition back to the classroom seemed to be a bit much for her. As you can see, Mr. Schutte, the principal intern, has already blocked out a section of Friday to meet with her. She would get an “x” for calling out in class and being out of her seat for this checklist.

12.  There are ways to reach all students  Learn about their individual interests  Involve the student in the process  There are ways to encourage desired behavior other than punishment  Giving students “jobs” can help keep them on task and/or prevent them from distracting other students; it also gives them ownership in the classroom: line leader, hanging artwork in the hallway, straightening up cubbies, sorting the classroom library  There are ways to reach all students  Learn about their individual interests  Involve the student in the process  There are ways to encourage desired behavior other than punishment  Giving students “jobs” can help keep them on task and/or prevent them from distracting other students; it also gives them ownership in the classroom: line leader, hanging artwork in the hallway, straightening up cubbies, sorting the classroom library

13.  Disruptive Behavior in the Classroom http://classroom- issues.suite101.com/article.cfm/extreme_behavior_in_the_class room http://classroom- issues.suite101.com/article.cfm/extreme_behavior_in_the_class room  How do you deal with disruptive behavior in the classroom? (Blog) http://content.scholastic.com/browse/article.jsp?id=4292&sa_ca mpaign=interna http://content.scholastic.com/browse/article.jsp?id=4292&sa_ca mpaign=interna  Behavior Management Resources http://www.teachervision.fen.com/classroom- discipline/resource/5806.html http://www.teachervision.fen.com/classroom- discipline/resource/5806.html  Create Rules and Contracts for Disruptive Behavior http://middlehighschool.suite101.com/article.cfm/create_rules_ contracts_for_disruptive_behavior http://middlehighschool.suite101.com/article.cfm/create_rules_ contracts_for_disruptive_behavior  Disruptive Behavior in the Classroom http://classroom- issues.suite101.com/article.cfm/extreme_behavior_in_the_class room http://classroom- issues.suite101.com/article.cfm/extreme_behavior_in_the_class room  How do you deal with disruptive behavior in the classroom? (Blog) http://content.scholastic.com/browse/article.jsp?id=4292&sa_ca mpaign=interna http://content.scholastic.com/browse/article.jsp?id=4292&sa_ca mpaign=interna  Behavior Management Resources http://www.teachervision.fen.com/classroom- discipline/resource/5806.html http://www.teachervision.fen.com/classroom- discipline/resource/5806.html  Create Rules and Contracts for Disruptive Behavior http://middlehighschool.suite101.com/article.cfm/create_rules_ contracts_for_disruptive_behavior http://middlehighschool.suite101.com/article.cfm/create_rules_ contracts_for_disruptive_behavior