Chronic Behavior Intervention

Of all of the different types of behaviors I dealt with in the past, I would have to say it is very seldom to consider a student with chronic behavior problems. However, there are a few within the classroom I would have to reflect upon in order to intervene appropriately in the future. While attending a classroom management class, I have learned about the Individual Behavior Change Plans (Jones & Jones, 2007, p 397) and Escalation of Intervention (Laureate Education, Inc, 2008) to incorporate and improve my current discipline routine. As I read these types of interventions, a certain scenario came to mind, thus a comparison of what had happened verses what I should have done using the Escalation of Intervention (2008) first before moving onto creating a Behavioral Intervention Plan (Jones & Jones, 2007, p 397).
After having a wonderful student-teaching experience for an entire semester, it only fed my eagerness to teach when it was time to obtain a full time job. As I attended the interview that was required in order to teach at Phoenix, I was informed that many of the students are well behaved and eager to learn with little ambition to attend public schools. It was music to my ear, not only to have received the job, but to have students who were well behaved. As a small school, there was a class that contained only four students. Within that class, there was a student who exhibited many manipulative qualities far from his peers. Many of the teachers were uncomfortable having this student around. At first I refused to see it, but eventually this student started to argue with me within the learning environment accusing me of everything from giving him failing grades to treating him unfair due different nationality. This student would walk out of the class without permission and do as he pleased to show that he possessed no fear of the school system.
When the aggression of this student started, that was when I should have used the Escalation of Intervention (Laureate Education, Inc, 2008) since many teachers informed me of this potential problematic student. Using the knee to knee intervention, as Dr. Wolfgang (2008) suggests, should have been the first step to start the discipline process. Beginning with the relationship-listening approach to understand what triggered this student’s behavior should have possibly avoided many issues. This would be the perfect time to listen to the student of what is happening in their life. However, if that is not the case, then moving to the contracting-confronting face would be appropriate (Laureate Education, Inc, 2008). This is the proper time to make the student be aware of what they are doing, and how they are hindering the learning environment. This is a perfect opportunity for the student to also reflect on their own behavior and refocus on their goal. After this approach, keeping an eye on this student would be wise and to praise him on his progress. This is also shifting power to the student to let him know he has the power to change himself. If there are no apparent improvements, then moving to time-out is the next option. Of course, the first time of noticing no achievement, then I should guide him on how to reflect on his behavior again, allowing me to exhort more power. If this is unsuccessful during the learning environement, then the student would be escorted by another teacher or adult to the counselor’s office to reflect again on his own behavior until he is ready to return to the classroom to work diligently. If this session is unsuccessful, then I will send him to the principle’s office to have additional help in refocusing on his goals and to obtain more guidance on reflecting on his behavior; perhaps, this may be gathering power from support of the other staff members. By this time, if the behaviors continue, then a parent – teacher conference would be held. Unfortunately, the mother is usually unable to attend since her busy schedule, thus a meeting with the student would probably be more effective. Once this is down, the last element would be to create a contract between the student and me, which is the Consequence-Rules face(Laureate Education, Inc, 2008). In Phoenix, we consider this stage as an “SST” (Student Support Team) meeting where students are nominated based on behavior or academics. This is where the student is evaluated to see what the roots of the behavioral problems of what the child is missing. Once the roots of the behavior or academics are pinpointed, then solutions are generated to implement immediately for their success, thus using the Staffing Teams suggested by Dr. Wolfgang (2008).
During the mist of the above paragraph, I should be observing and documenting what was happening in order to provide a “healthy” assessment on pinpointing the behavior triggers. This could also help in avoiding to use the severity situations suggested by Dr. Wolfgang (2008). One form that caught my eye was figure 10.3 Functional Behavioral Assessment Form (Jones & Jones, 2007, p 402). This form would guide me to reflect on what happened in that particular classroom. Also, this would help me interview the student while he is reflecting on his behavior is effecting the learning environment and himself. Also, this documentation would be helpful when conducting a conference with the student or having the student receive guidance in his reflection.
In conclusion, teachers must take little steps at a time to handle behavioral issues. Whether it is to a beginning of something severe, like the situation I was in during my first year of teaching. It was nice to be informed by other teachers in the beginning about this student. Now that I am equipped with new knowledge of the Behavioral Intervention Plans (Jones & Jones, 2007, p 397) and Escalation of Intervention (Laureate Education, Inc, 2008), I believe will be making better choices and more equipped with proper documentation in order to handle severe situations.

REFERENCES
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (Laureate Education, Inc., custom 8th ed.). Boston: Allyn
& Bacon.

Laureate Education, Inc. (Executive Producer). (2008). Classroom Management to Promote
Student Learning . Baltimore: Author.