One of the key skills that teachers need to develop is the skill to manage a classroom. Classroom management is more than schedules and grading papers. It is important for teachers to prevent distractions in the classroom and create an atmosphere where students can work. In my experience working with students, I found that Functional Behavioral Plans are extremely helpful. They provide a direction for teachers who want to support their students. They gather data in order to better understand the student's motivation for behavior. That data is then used to develop a Behavioral Intervention Plan, which is carried out by teachers and regularly evaluated for its effectiveness. This process requires diligence in following plans and tracking data. Sometimes, the intervention is not successful or the data is inconclusive. At that time, it is up to the teachers to take a step back, collect further data, and try again. While working with a case study student, I found the importance of collecting data in determining to effectiveness of our intervention. I also learned that when tracking data on behavior, it is also important to consider the environment and the teacher. In our classroom, the lead teacher was on maternity leave, and her absence may have affected the student's behavior. Data has been so helpful in the development of a classroom that can support all students.
My work with one of my students has led to the need for constant reflection and reevaluation. This student came to our school from a self contained classroom where he had a one-to-one aid. When we attempted to place him in an inclusive classroom, the student demonstrated behaviors such as spitting, hitting, kicking, damaging materials, and biting. It became apparent that he was not ready for an inclusive environment and that we needed to develop a plan to address his behaviors. Unfortunately, his behaviors, especially towards teachers, were so aggressive that we needed to develop a plan to address them. We collaborated and reflected after every incident, closely examining what his behavior could be communicating based on observations of the antecendent, behavior, and consequence. We also developed a cool-down space where he could be safe until he had completed the escalation cycle. The end result, that continues to be reevaluated, is a flow chart of how to handle his behavior.