Hall_ Journal Assignment M4_Topic

Instructions for Journal Assignment

 Steps for Columns
o Observation Column: Make observation notes in this form related to a teaching
video uploaded in Edthena
 Identify/describe 3 to 5 observations that relate to this week’s journal
topic
o Meaning Column: Review the observation notes and write your thoughts about
what you observed. In other words, what does what you saw and wrote make
you think of?
o Research Column: Note the research that confirms or refutes your thinking,
using APA in text citations for each thought comment and/or observation, e.g.
(Author, date, pg.)

Teaching video name: 1on1 video Date: 03/28/18

Observation Meaning Research
During this mini lesson E. was Reinke, W. M., Herman, K.
The student J. was working in distracted and was not C., & Stormont, M. (2013).
an individual group where he
proceed to walk around with completing his work. I Classroom-level positive
his headphones attached to Initially gave him a color behavior supports in schools
his head. He was instructed change but that did not assist implementing SW-PBIS:
earlier to stop exhibiting this in a behavioral change from Identifying areas for
behavior or he would receive a him; he remained off-task. enhancement. Journal of
color change. This is a PBIS
strategy and he could work his I decided to add to the color Positive Behavior
way up to green again. change system with a goal Interventions, 15(1), 39-50.
oriented system. This change
provided incentives with a
reward (he could help a
friend at another table), and
this technique assisted in the
modification of his behavior.
He was excited to show me
he could complete the task
and ultimately change his
color back to green. I
attempted the same reward
scheme with J for his off-task
behavior. However, he
continued to demonstrate
inappropriate behavior. I
think J will need small group
instruction to ensure he
Hall_ Journal Assignment M4_Topic
The directions I provided are to
assist Rachel who has latency
issues. I provide the directions
to the entire group, but I also
have her near me to check-in
for understanding and
completion of work. She has to
check-in with me after she
answers three problems, and I
then will instruct her that it is
okay to move on.
I gave Rachel and another
student praise for the
information they got correct. E.
came up to me to show me his
additional correct answers like
I asked. Rachel needed
confirmation on the work she
was completing. instead of
telling her the answer was
wrong I asked her to check it
again, and use the guide I
provided for her.
Rachel rechecked her work
with the guide I provided, and
she was able to discover the
correct answers on her own. I
am hoping this will assist her
with developing confidence in
her work.
comprehends the vocabulary
and remains on task.
Rachel Ray and a few other Alber, R. (2014). 6 scaffolding
students appeared to strategies to use with your
struggle with certain students [Blog] Retrieved
vocabulary words last week. I https://www.edutopia.org
wanted to touch base with /blog/scaffolding-lessons-six-
those students in small strategies-rebecca-alber
group. I used scaffolding
strategy #5 (use visual aids)
to promote immediate
assistance. I also wanted to
be there for this group to
give them praise and
direction as they proceeded.
I believe this group of kids
could excel as a result of an
educator boosting their
confidence. They had a
choice of what answers they
could complete.
Rachel benefited from Hall, T. (2002). Differentiated
flexible grouping. She was instruction. Wakefield, MA:
able to challenge herself and National Center on
keep pace with her peers. It http://www.principals.in
was also easier to
differentiate the assignment
based on the assessment
they took the week before.
Hall_ Journal Assignment M4_Topic

Describe:
After reviewing last week’s vocabulary, I broke the class into centers. I placed my group on the
rug so I could be accessible to the whole class while I was working with students who need
additional assistance. I placed Rachel in a flexible group along with a few other students who
were having trouble retaining and identifying the computer parts vocabulary (Hall, 2002). The
students in the group were instructed to complete 3 vocabulary words at a time. After they
completed 3 vocabulary words using their visual aid worksheet, they checked in with me to
verify their answers (Alber, 2014). Rachel verified her answers with me twice. She had 5 out of
6 correct, which is a vast improvement from her previous score of 1 out of 6.

Synthesize: I saw enormous improvement from Rachel this week, but I am also aware that she
works well in groups and 1on1. Rachel’s performance drops off tremendously when she is
working independently. I am also cognizant that when I am in small group, a few of my other
students exhibit off task behavior. I utilized the Positive Behavior Intervention System (PBIS
color chart) we have in place throughout our school, but I recognize that it does not have the
same effect on all of the students (Reinke, Herman & Stormont 2013). As the class period
progressed, I became aware that I was focusing on the inappropriate behavior a couple of
students were displaying. However, after changing two student’s color, I knew I had to focus on
the positive. I tried to give the students who were doing the right thing ample praise and
informed the class that they could earn a prize by transitioning quickly and quietly. These
measures appeared successful.

It states in our text that for every 1 negative comment, you should say 4 positives (Reinke et al.,
2013). I don’t agree with this ratio. I feel positive and negative praise and/or attention should
be genuine and given when warranted. Generally, I take a moment to self-reflect and take the
temperature of my emotional state as well as the class. Sometimes, I walk into a class and I can
clearly tell the students have just been reprimanded by their homeroom teacher. I may give
them more positive praise than usual, because they are trying to work and participate even
though they are emotionally fragile. I am also aware of students who will take advantage of
kindness, and they need a stern redirection to produce successful behavior and work. These
two examples I wrote about could be used on the same kid during the same class period. We
shouldn’t respond to a child’s behavior using a quota system, and we also need to be aware of
our own emotional state.

Ultimately, I may incorporate heterogeneous grouping based on academics and behavior. The
class grouping set up by the homeroom teacher doesn’t work very well during my lessons.
However, when I am pulling small group I will be mindful to add J., who easily becomes off-
Hall_ Journal Assignment M4_Topic

task, into the group. When they are working in independent centers and I am floating around, I
will give J. and Rachel the option to spread out on the floor if they remain on task. I will also
provide Rachel with a timer so she can continue to check her progress with me. In addition to
that, I will continue to give her the feedback she requires while she works independently.
Overall, I think the class was productive, engaging, and challenging for the students.