Jason is a sophomore and has been known to get into trouble. He has been in In-School Suspension more than once. He has a smart mouth, and his latest adventure involved a fire extinguisher and a school bus. This little episode got him 3 days at the alternative school. No one really expects any changes in Jason any time soon.
The ABCs of Behavior
Posted on Wed, 04/11/2018 - 12:00
Posted on Sat, 04/29/2017 - 10:39
Over the last several weeks we have spent a lot of time describing and defining behaviors. After all, our words and appearance and behaviors define us. People cannot see our intent nor can they hear what we are thinking. They can only see the things we do, hear the things we say, and observe the way we act.
Posted on Thu, 03/13/2014 - 12:06
Mr. Jerrod’s 3rd grade class is a handful. He has his obviously bright students, his struggling students, and most all of his kids are somewhere in between. The struggles in reading and writing and math are ones he can handle. In fact, these are the struggles he became a teacher to tackle.
Posted on Thu, 03/06/2014 - 09:05
In our conversation last week we talked about how reinforcements are often misunderstood in behavior programming.
Posted on Thu, 02/27/2014 - 10:05
Part 4 of 7 in the ABCs of Behavior
Posted on Thu, 02/20/2014 - 10:55
Over the past several weeks we have been discussing what a behavior is and where behaviors come from. We have even talked a little about the difficulties of recording and measuring and reporting behavioral incidents. Now let’s start talking about the elements that will help us change behaviors. To begin this discussion we have to start with the focal point of behavior change – the function the behavior serves. Here’s our A-B-C chart:
Posted on Thu, 02/13/2014 - 07:58
We have spent a good deal of our Thursday conversations talking about where behaviors come from, the purpose they serve, how our experiences play a role in our choices, and last week we talked about the relevancy of antecedent events.
Posted on Thu, 04/03/2014 - 11:16
How do you teach social skills to a group of students lacking the basic social skills to sit, listen, participate, and learn? How do you get a kid to listen to you, a well-educated person that may or may not be of the same gender/race/socio-economic status as them?
Posted on Mon, 03/16/2015 - 10:11
One of the real issues facing schools today is the readiness of kids to begin. Are little ones ready for Kindergarten? If not, is Pre-K the answer? What should the focus of Pre-K be? Is it academic readiness or is it social preparation? Can you mix the two? How do you know which is the more pressing need?
Posted on Thu, 03/27/2014 - 14:56
Some kids have good days and bad days. Chad seems to have good days and mad days. He has days when he wakes up on the wrong side of the bed and stays there. And today is one of those days. Everything is irritating Chad today. He doesn’t want to be in school. He doesn’t want to have to talk to people in class. He doesn’t want to walk the hallways in between classes. Today is definitely a mad day.