Intervention Decisions

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

There was a young boy in the class who has many behavioral issues, he would tend to disrupt the class, or start interfering with another student’s learning. Seeing him “as the problem child” in the class; I would assume when he was involved in confrontation with another student it was his fault right away, until I would listen to the whole story. I think this is just

Response to Intervention (RtI) is a “data-driven and structured procedure for analyzing students’ learning problems” (Friend 49). The purpose of RtI is to use a systematic approach of increasing interventions for students in order to determine if a student has a learning disability. IRtI is a great program for school to use to help students but it is not mandated by IDEA.

I imagine this to be a first grade classroom. The student, George, can get out of control, hits other students and staff, and is also prone to throwing his books and papers on the floor. George creates a disturbance in class that directly interferes with the teacher's ability to instruct class and other students' ability to learn. This disruptive behavior interferes with teacher's ability to teach effectively. It requires large amounts of teacher's time and attention and may require lessons to be stopped.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

When dealing with behavior, remain calm and positive. Do not allow yourself to get in a power struggle with a student. Use system of least prompts to help the child work through the issue.

When implementing natural and logical consequences into the classroom, it is important to understand the difference and how to apply them. Natural consequences are the result of the action. It is what comes naturally without intervention. If a child is playing roughly with a toy and the toy breaks, the natural consequence is a broken toy. Logical consequences are implemented and not the obvious repercussion of the act (Hardin, 2012). It is important to understand that neither natural or logical consequences are punishments but more of a way to place the child into a problem-solving and decision-making process. When children experience natural/logical consequences, “they learn they are in charge of their own destiny” (love &logic). When implementing consequences into your classroom it is important to evaluate the goal of the misbehavior (attention, power, revenge, failure-avoiding), provide interventions based on the goal, impose a natural/logical consequence, and build a community in the classroom (Hardin, 2012).

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

I have dealt with many students in my lifetime. I have worked in schools over a decade in different capacities, specifically as a teacher’s assistant, special needs trainee substitute, counselor, and counselor supervisor. Based on my experience, education, and training I have developed a series of tools/interventions that have worked for me over the years. Of course, I would change my interventions based on a student’s individual need. For the purpose of this answer I will address a student’s disruptive behavior by: remaining calm, responding with empathy and a positive attitude, not reacting negatively or with behaviors that perpetuate disruptive behaviors, using praise and positive reinforcement when it is appropriate, involving the student

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)