I just am stumped right now, I have an interview on Friday-and I was so excited about the chance to explain why I am ready to jump in again to be a special ed teacher, this is for an MR class 3-5 grade. My excitement turned sour when I read an example of an interview question: Explain how have you handled a behavior problem in the past. I am so afraid they will ask this, and I will be like, blblblblblbl? I have probably handled them, but I don't know how-and then will they ask what is my behavior plan-I just plan on providing them with enough attention, activities, using their learning modality that fits them best, and gently leading guiding them-motivating them, and probably most importantly-responsibilities in the classroom and procedures that will be explained, taught, rehearsed, and lots of role playing-etc....just wondering what you all thought about this, I don't have something specific in mind-do I need to : Thanks, Lori
When you go on your next interview, you need to think of a plan for when the misbehave. You're fine with engaging lessons, etc. But you need to have a plan for misbehavior. For instance, 1 redirection, 2 reminder of expectations, 3 student creates fix-it plan. 4 phone call conference with parents. The other part of your answer the role plays etc. are good and stick with them, but have the general what are you going to do when the misbehave...This type of plan works for any classroom, regular or special ed. That is what they are looking for. Then go into role plays, lessons, etc. preventing behavior.
wanna tech- I think you can put a spin on the behavior plan quesiton by stating your plan is to be procative rather than reactive. Then go on to explain how you might do this......
Lori, You need to have a behavior intervention plan. Basically, the follow the same format: abc. A refers to the antecdent-what is triggering the behavior, b-what behavior is being observed: 3 things that must be present- it has to be specific, measureable and observable. The child is being negative is not a behavior, tantrumming is not a behavior, Kicking, screaming, biting, running, throwing objects (these are behaviors!). And the last part-consequence (what is the result of the behavior, not the kind for what will they get!) Is the child recieving attention, seeking attention, trying to escape, sensory seeking, or is it because he/she is trying to obtain tangibles. Try to remember these when you think of your own behavior plan. The ABC method is the most applicable when working with moderate-severe students. Remember, if you want it to be measureable you have to have data collection and possibly a baseline to determine how frequent the behavior is occurring as well. I hope these suggestions have been helpful for you. Troy in Downey, CA AspieTeacher
Troy, thanks so much, I have another interview next Tuesday-so I will be going over what you said to me-it just is helpful to go in with a plan- so you evaluate what you are seeing-and then ask why you are seeing it, and then provide effective ways of dealing with it-do you see a lot of these kinds of behaviors in your work? Do you tune them out-and try to jump to what is causing this-focusing on the intervention? thanks ever so much for the help. Lori
wanateach, I think that you have been given 3 great suggestions. I would start off with Emily's (classroom behavior management system or individual behavior management system that you used in your class)and then move on to Troy's suggestion (what you will do after the behavior to understand why the behavior occurred and to see if you find a pattern in the behaviors - ie. does it occur during writing class, is it a certain time of the day, is it during a certain activity, is it when interacting with a certain person....). I would then use MissFizzle's suggestion and talk about the strategies that you use in the class to prevent inapprop. behaviors. You may even want to talk about using Social Stories if you think it may be applicable to the position you are applying for. I think by using all 3 of these suggestions that you will have all of your bases covered.
Hi. I was asked this question on an interview once. My responce was that I always try to figure out why the behavior is occuring in the first place. Then I would do my best to try to prevent this behavior from occuring again. I was able to give an example from past teaching experiences. If you do not have any examples to give, you could go with a simple parenting example such as before going into a store I go over the rules of how to act in a store with my children to prevent them from running and touching everything. I also go over the concequences, whatever they may be, and remind them that they will get a small reward (positive reinforcement) for following the rules. Positive reinforcement is always good to mention since it basicall is a way to prevent bad behaviors from occuring by focusing in on the good things that the student is doing. You'd say "Nice job sitting inyour chair John" if John is not up running around the room. Hope this is helpful.
tsped- OOh I just "got" your username, cute, Thanks so much for that example-it reminds me of when my kids were little and I had to go to the bank, so I first told them what I wanted them to do, "stand quietly while we wait in line", then I showed them how that looked-standing still while waiting. We practiced over and over and guess what.....they did great and I rewarded them, I think it is important to make it very clear what you expect and show and practice and reward, but not with candy and stickers, but nods, winks, approval comes through your words-eye contact-and it shows back to them that you knew they could do it, and that you are so pleased with them, thanks I had forgotten that little example. It is great. Lori
The behavior plan will vary for the grade level. But be specfic and tell them that you wnat to prevent behaviors and how you plan on donig that. Give kids space, be viliglant, mointor everything. then what to do when a problem exists. I would break this group up into nonviolent and violent behvior problems.. Non violent could be warning, time out , writing, phone call, office. Violent be removal from room, phone call office, detention. Good luck at your interview and keep me posted
You also need to remember to state how you plan to be consistent and follow through. Ask if the district has a set behavior plan that you are expected to use. Have some sort of plan for your classroom--stoplight systems, 3 strikes, etc (I used library card pouches- student name on each pouch - 6 different colored slips of paper--reward at end of day if you still were on X color, consequences posted for reaching different colors). Something that will not disrupt the flow of the room (I was able to pull a card during a lesson without saying a word to the student). Have ideas for individual plans (each student has his/her own stop light) or will classroom plan (marble jars, tally marks on the board, complement strips, etc.)
