Module 4 - Explaining an Incentive or Intervention Process

This week's focus on incentives and interventions was very informative. What I found to be most interesting was the topic of time outs. Before this module, I viewed time outs as a way to punish behavior. Through my learning, I know that educational time outs are a way to teach students, not punish them. When used correctly, time outs can help students "reset" as they are temporarily taken out of the environment that they are having trouble in. Students have the chance to self regulate and come back into the setting with the appropriate strategies and tools. Something that stood out to me is that time outs can be easily misused by adults when they are used too long or used inconsistently. I also learned that maintaining a strong relationship with students is always important when implementing this type of intervention. 

Module 3 - Developing Intervention Plans

 Educators are tasked with supporting the academic, social, emotional, and behavioral needs of their students. Some students present with challenging behaviors that make it difficult for them to learn or make connections within the classroom setting. As teachers, it is our job to understand why these behaviors are happening. Over the past three weeks, I have learned that student behavior is extremely unique and serves a purpose. These may include seeking attention, avoiding a task, or expressing a difficult feeling. Students with challenging behaviors benefit from targeted intervention plans that teach alternative strategies. This course has also reinforced the framework that teachers need to address challenging behavior with empathy. It is our responsibility to support students and address their unique needs. 

Module 2 - Investigating Reasons for Challenging Behaviors

 Educators today are tasked with managing a range of student behaviors within the classroom setting. Although a majority of students are equipped with the skills to fully participate within the general education setting, some students exhibit challenging behaviors. These behaviors make it extremely difficulty for them to make academic or social gains within the school setting. 

As a special education resource teacher, I work with many students who present a range of behavioral issues during the school day. Oftentimes these behavioral issues make it very difficult for them to access their learning and make sufficient progress. This week's assignment has reinforced the idea that it is extremely important to look beyond the surface level when a child is exhibiting challenging behaviors. Asking "why" behaviors are occurring shifts from reacting to the behavior to truly understanding the student and their needs. This weeks assignment has reinforced the idea that behaviors often stem from academic frustration, social-skill gaps, emotional needs, or outside stressors—not simply “misbehavior.” This is something that I am going to keep in mind when I am working with children who are exhibiting challenging behavior.