Positive Behavior Context and Literature May's Experience Case Study

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Positive Behavior

Context and Literature

May's experience in the classroom is not unique. Many teachers find that they spend an inordinate amount of time working on behavioral difficulties as opposed to actually teaching material. May was fortunate that she was in a school in which the administration was supportive of both inquiry-based research and the use of literature to help mitigate situations and grow as a teacher. The particular advantage May had using outside literature was a combination of alternative point-of-view and experience. May would not have the time or resources to go through the types of research, data collection and analysis, and number of students that others have already done. She is also able to glean additional insights from others who have tried and succeeded, and tried and failed, with techniques. Often, too, reading other materials spurs ideas that one can pick and choose -- this works for my class, this may not.

May can also gain insights into her topic of behavior management in a science class by looking carefully at previous research done in similar situations with similar demographic issues. While all students are unique, there are patterns that may be gleaned from other classrooms and other teachers. "Why recreate the wheel," might be an adequate adage, instead, just paint it a bit differently. May's readings will also inform her on methodology, what types of data sets to look for, what might have been important to other studies, and indeed, even a bit of methodology. Also, May find the bibliographies of the literature especially helpful in her journey and collection of materials for use.

Chapter 2 -- Inquiry Through Collaboration

It seems that there are three major reasons that express the power of collaborating with colleagues in the educational environment: 1) How do we improve student learning? 2) How do we work together to improve teacher learning? 3) How can we turn collaboration into a win-win situation in which student and teacher learning are enhanced?

Both common sense and research agree that effectiveness in the classroom means more effective learning.

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It is not enough to "know" a fact, but to move through Bloom's taxonomy to the point of analysis and synthesis. To help students achieve this, there are always things that can be tried, discarded, and improved -- and many things we as teachers do of which we may be unaware. Isolation in the classroom is not healthy; many times similar problems and issues can be shared for moral support, intellectual activities, and to allow teachers to thrive when they feel connected to colleagues. Mentoring of new teachers is one example of collaboration; team research another, and enhancement of professional standards still another. May, in fact, received alternative points-of-view, help with her research, positive support in her extended classes, and a team that became the PBS/RTl intervention team and support mechanism.

Chapter 3 -- Intervention and Data Collection

It is difficult to rank importance of research plans and data because they should typically flow from one portion to the other, each contributing solidly to the next phase so that when taken in total, one can glean a larger, more robust picture of the data set. In May's case, pretending we are one of her colleagues with whom she is working to develop a coherent program, we might say:

Data

Meaningful for Research

Comments

Journal Entries

Very meaningful if used in a regular and ongoing situation.

This will likely form the basis of the research connection, BUT must be reviewed regularly for validity.

Focus Group

Excellent way to begin study and start the process; uncovers questions that may be important.

VERY important and relevant to use qualitative research before collecting quantitative data.

Timed Agenda

Marginally important.

Does this really affect the research question?

Observations (Field Notes)

Vital and the key piece of the project; focused notes will….....

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