Monica Banuelos

SPED 3310
Week 6
Observation #1 Classroom Management
This paper has the purpose of describing my first observation in an
elementary school. First, I am going to describe the strategies used by the
professor for managing student behavior and promoting social acceptance.
The second part describes five universal strategies for managing and
changing inappropriate behavior, with some examples based on my
observations. And the third part describes the relationship between Response
to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS).
1) Observation in the classroom
As soon as I stepped into the classroom, I felt and observed a positive and
welcoming environment. And during the rest of the day, I observed that, as the
Texas Education Agency states, in Standard 4.A.iii. Teachers establish and sustain
learning environments that are developmentally appropriate and respond to
students' needs, strengths, and personal experiences., the teacher was aware of
every students strengths. The teacher focused on the students strengths and she
gave positive feedback every time they did something correctly. And the room was
physically arranged in a welcoming environment as well, the seating was arranged
in small groups and it had a reading center and a painting center.
TEA standard 4.A states that Teachers create a mutually respectful,
collaborative, and safe community of learners by using knowledge of students'
development and backgrounds., and I observed it in this classroom. The teacher
created a learning community by, as mentioned before, focusing on students
abilities. She also provided opportunities to work in different groups, such as
cooperative and heterogeneous groups. And finally, she demonstrated high regard
for all students by listening carefully and attentively to each students responses,
she didnt demonstrate to have favorite students.
2) Universal strategies for managing and changing inappropriate behavior
1. Looking for the positive: This means giving positive and specific feedback
when children are behaving appropriately, regardless of whether they are in Tier
1(demonstrating appropriate behaviors the majority of the time), Tier 2 (exhibiting
mild or infrequent behavior problems), or Tier 3 (exhibiting frequent or significantly
challenging behavior). Positive feedback must be specific and must be presented
immediately after you witness the target behaviors you want the students to
continue.
An example that I can recall from my observations, is that in a kindergarten class,
one child always answered the questions without raising his hand, or waiting to be
called on. It was his habit, to answer impulsively. By the next observation that I
made, he was starting to raise his hand before yelling out the question, and the

teacher, before calling on anyone would say: you are all wonderful, you all raised
your hand and waited for me to call on someone to give the answer, good job,
class!
2. Using reinforces to encourage positive behavior: The presentation,
following the target behavior, of a stimulus (can be a verbal response or a physical
response, such as a sticker or food) to maintain or increase the desired target
behavior.
We can see an example of this strategy in the following video
https://www.youtube.com/watch?v=AK32448CgKE
3. Establishing clear rules with known consequences: Setting specific rules
that provide structure for acceptable and unacceptable classroom behaviors, and
consequences, which are the repercussions associated with appropriate behavior.
The following video contains examples of specific rules that the children can relate
to https://www.youtube.com/watch?v=RyLzsQKFpB0
4. Helping students to change inappropriate behavior: We can help students
to change inappropriate behavior through three different techniques ignoring on
purpose, time out, and punishment.
The book mentions a very good example of punishment on page 144: Samantha,
because you were talking during independent work time, you will not be allowed to
go to the computer center today.
5. Recognizing students mistaken goals: to identify when students display
inappropriate behavior because they have the mistaken goal that it will get them
the recognition and acceptance they want. Four mistaken goals that categorize the
behavior of most students are attention, power of control, revenge (or getting
even), and display of inadequacy.
3) PBIS/RTI
PBIS has seven core principles (1) Effectively teach appropriate behavior to
all children, (2) intervene early, (3)Use a multi-tier model of service delivery, (4) use
research-based, scientifically validated interventions to the extent available, (5)
monitor student progress to inform interventions, (6) use data to make decisions,
and (7) use assessment for three different purposes (screening data comparison,
diagnostic determination of data, and progress monitoring to determine of the
behavioral interventions are producing the desired effects).
The PBIS website mentions the similarities between PBIS and RTI: Positive
Behavioral Interventions and Supports (PBIS) is a process that is consistent with the
core principles of RTI. Similar to RTI, PBIS offers a range of interventions that are
systematically applied to students based on their demonstrated level of need. Both
RTI and PBIS are grounded in differentiated instruction. Each approach delimits
critical factors and components to be in place at the universal (Tier 1), targeted
group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared

(identified in bold) characteristics of these approaches as a basis for highlighting

how best to meet the needs of children experiencing academic and social difficulties
in school.
In one of the elementary schools that I have been to, I could identify some
elements that might be related to the PBIS. One case that I can recall, is that during
social studies lesson, one kid started acting out, and instead of the teacher
punishing him, she implemented the strategy of taking a break to cool off, for
preventing the behavior from happening again. And in a regular school setting, the
teacher would have punished or called the attention of the student.