behavior chart from teacher

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

Could be. But the teacher never discussed it with the parent, so I look at it more as a teacher communication issue. It's just not clear what the teacher thought the OP should do with the information. If I were to discuss it with the teacher, I would start with "Why are you doing this?" rather than "Don't you understand behavior theory?"

[Anonymous]

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

Could be. But the teacher never discussed it with the parent, so I look at it more as a teacher communication issue. It's just not clear what the teacher thought the OP should do with the information. If I were to discuss it with the teacher, I would start with "Why are you doing this?" rather than "Don't you understand behavior theory?"

OP already knows why the teacher is doing the behavior chart so no point not in asking her.

OP, ask the Sp Ed coordinator (cc the principal) for a Functional behavioral analysis (FBA) and a behavioral intervention plan (BIP). The behavior chart the teacher created is not working and she needs help understanding what is an effective behavior chart.

I am the pp whose kid’s behavior got worse after his teacher used a similar putative behavior chart but whose behavior problems resolved completely after a FBA/BIP. My kid was 7 at the time with ASD/ADHD fully mainstreamed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

Could be. But the teacher never discussed it with the parent, so I look at it more as a teacher communication issue. It's just not clear what the teacher thought the OP should do with the information. If I were to discuss it with the teacher, I would start with "Why are you doing this?" rather than "Don't you understand behavior theory?"

OP already knows why the teacher is doing the behavior chart so no point not in asking her.

OP, ask the Sp Ed coordinator (cc the principal) for a Functional behavioral analysis (FBA) and a behavioral intervention plan (BIP). The behavior chart the teacher created is not working and she needs help understanding what is an effective behavior chart.

I am the pp whose kid’s behavior got worse after his teacher used a similar putative behavior chart but whose behavior problems resolved completely after a FBA/BIP. My kid was 7 at the time with ASD/ADHD fully mainstreamed.

I said almost the same thing in the third post on this thread, but I said start with the teacher. OP did not say she got any word from the teacher, just that the charts started coming home. I think it only makes sense to start with the teacher since she is the one who sees your kid every day and will have to implement any BIP. Getting on the same page with the teacher helps prevent implementation problems later. My kid had an FBA/BIP too, but we always maintained good communication with the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

Could be. But the teacher never discussed it with the parent, so I look at it more as a teacher communication issue. It's just not clear what the teacher thought the OP should do with the information. If I were to discuss it with the teacher, I would start with "Why are you doing this?" rather than "Don't you understand behavior theory?"

OP already knows why the teacher is doing the behavior chart so no point not in asking her.

OP, ask the Sp Ed coordinator (cc the principal) for a Functional behavioral analysis (FBA) and a behavioral intervention plan (BIP). The behavior chart the teacher created is not working and she needs help understanding what is an effective behavior chart.

I am the pp whose kid’s behavior got worse after his teacher used a similar putative behavior chart but whose behavior problems resolved completely after a FBA/BIP. My kid was 7 at the time with ASD/ADHD fully mainstreamed.

I said almost the same thing in the third post on this thread, but I said start with the teacher. OP did not say she got any word from the teacher, just that the charts started coming home. I think it only makes sense to start with the teacher since she is the one who sees your kid every day and will have to implement any BIP. Getting on the same page with the teacher helps prevent implementation problems later. My kid had an FBA/BIP too, but we always maintained good communication with the teacher.

The teacher doesn’t know anything about creating an effective behavioral chart and needs help. I wouldn’t waste anymore time with her at this point and just ask for a FBA/BIP.

The teacher who created the ineffective behavior chart for DS was the SN teacher, one would think she would know better but in our case she did not and I regret not asking for the FBA/BIP sooner since it was my child who suffered longer. At the time I didn’t know what a FBA/BIP was.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

DP. The parent can use the information being received to create her/his own positive reinforcement. Once you receive some information for baseline, then you and the child can set some goals for positive changes for the child and implement incentives. "Oh, Larla, I see that you have xxx in xxx category. Good job! Now you have earned yyyy!"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

DP. The parent can use the information being received to create her/his own positive reinforcement. Once you receive some information for baseline, then you and the child can set some goals for positive changes for the child and implement incentives. "Oh, Larla, I see that you have xxx in xxx category. Good job! Now you have earned yyyy!"

If the behavioral issues are at school, positive reinforcement and incentives should be all done at school. Same at home. For instance, when my DS had a BIP, he and his teacher would go over his goals and points for the day. He picked out what his reward would be at the end of the school day if he met his goal. He brought his chart home so I could be proud of him for meeting (and exceeding) his goal but other than that, his good behavior at school was rewarded at school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Maybe the teacher feels that another placement (or aide) is required, and so this is the way to start making a case for it?

I can't imagine trying to teach a class where someone was constantly talking. And I can't imagine sending my kids to that class to try to learn anything either.

Obviously the teacher is motivated by a desire for things to be better. Nobody would take on extra work for fun. Obviously the current ideas weren't working (or at least not well enough) so the teacher is trying something new.

You and the teacher have at least 2 things in common:

1. Limited imaginations
2. Ignorance of behavior theory

Actually behavior theory would support a Behavior Chart. DP, by the way.

(sigh) No, it is a misunderstanding of behavior theory - it's what someone would do who has an incomplete understanding of behavior theory. This negative behavior chart the teacher sends home is not helping and, actually, has the potential to hurt the child. Research is clear that positive reinforcement is better than negative, especially in younger kids. If this teacher (and you) had a more complete understanding of behavior theory, she would have found a way to emphasize the times the student was doing well rather than when he wasn't. No good can come of this negative behavior chart.

(double sigh) You are projecting that a Behavior Chart is a negative and only has negative attributes. That is on you, not the behavior chart.

lol talk about projecting!

read the OP. the behavior chart is indeed monitoring negative behavior (talking).

The behavior can be negative, but the reinforcement system should be positive. The child should be rewarded for not performing the behavior, rather punished for doing it.

Right. But that's not what is happening. Had the teacher an understanding of behavior theory, there would be a positive reinforcement that would reward the child for not talking. Instead, what comes home is a chart noting negative behaviors.

DP. The parent can use the information being received to create her/his own positive reinforcement. Once you receive some information for baseline, then you and the child can set some goals for positive changes for the child and implement incentives. "Oh, Larla, I see that you have xxx in xxx category. Good job! Now you have earned yyyy!"

If the behavioral issues are at school, positive reinforcement and incentives should be all done at school. Same at home. For instance, when my DS had a BIP, he and his teacher would go over his goals and points for the day. He picked out what his reward would be at the end of the school day if he met his goal. He brought his chart home so I could be proud of him for meeting (and exceeding) his goal but other than that, his good behavior at school was rewarded at school.

I understand what you're saying but I think you need to consider what is the goal. My point is that the parent has an opportunity to use the information for good even if it isn't being used that way at school. So the parent can take the information and use it in a way that is helpful to the child because that is the point of it all, isn't it? Quibbling about the application and dismissing the information doesn't benefit the child. Using the information can help the child irrespective of your and OP's feelings about the teacher. Keep your eye on the goal, not on who is more right, OP or the teacher.

[Anonymous]

The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

[Anonymous]

Anonymous wrote:The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

Once you have a baseline, set goals for a lower number. Achieving that lower number earns the child a reward that has been pre-determined. It should be the same thing for a well-done progress chart or any type of BIP documentation chart. At the end of the week you and Larla look at her she did and see that Larla has achieved part or all of her school goals so she should be earning a reward at home, too. The home and school systems should be working together compatibly, not in isolation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

Once you have a baseline, set goals for a lower number. Achieving that lower number earns the child a reward that has been pre-determined. It should be the same thing for a well-done progress chart or any type of BIP documentation chart. At the end of the week you and Larla look at her she did and see that Larla has achieved part or all of her school goals so she should be earning a reward at home, too. The home and school systems should be working together compatibly, not in isolation.

Setting a goal like that/being rewarded for decreasing negative behaviors will never work for my child and I have a child with ASD/ADHD who doesn’t have behavioral issues at home or at school, fully mainstreamed, other than having a BIP/FBA in second grade for 3-4 months. DS is in 5th grade now. Positive reinforcement and immediate consequences at the place where the behaviors take place has worked for us.

But if what you describe works for your child, good luck to you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

Once you have a baseline, set goals for a lower number. Achieving that lower number earns the child a reward that has been pre-determined. It should be the same thing for a well-done progress chart or any type of BIP documentation chart. At the end of the week you and Larla look at her she did and see that Larla has achieved part or all of her school goals so she should be earning a reward at home, too. The home and school systems should be working together compatibly, not in isolation.

Setting a goal like that/being rewarded for decreasing negative behaviors will never work for my child and I have a child with ASD/ADHD who doesn’t have behavioral issues at home or at school, fully mainstreamed, other than having a BIP/FBA in second grade for 3-4 months. DS is in 5th grade now. Positive reinforcement and immediate consequences at the place where the behaviors take place has worked for us.

But if what you describe works for your child, good luck to you.

Hhmm. Okay. I would like to state, though, that the point of this entire thread has been about a practice apparently implemented by a teacher in an effort to decrease negatively perceived behaviors of OP's child in the classroom. I really don't think it is fair or helpful of you to trivialize OP's problems and to point out that your child doesn't have that problem ...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

Once you have a baseline, set goals for a lower number. Achieving that lower number earns the child a reward that has been pre-determined. It should be the same thing for a well-done progress chart or any type of BIP documentation chart. At the end of the week you and Larla look at her she did and see that Larla has achieved part or all of her school goals so she should be earning a reward at home, too. The home and school systems should be working together compatibly, not in isolation.

Setting a goal like that/being rewarded for decreasing negative behaviors will never work for my child and I have a child with ASD/ADHD who doesn’t have behavioral issues at home or at school, fully mainstreamed, other than having a BIP/FBA in second grade for 3-4 months. DS is in 5th grade now. Positive reinforcement and immediate consequences at the place where the behaviors take place has worked for us.

But if what you describe works for your child, good luck to you.

Hhmm. Okay. I would like to state, though, that the point of this entire thread has been about a practice apparently implemented by a teacher in an effort to decrease negatively perceived behaviors of OP's child in the classroom. I really don't think it is fair or helpful of you to trivialize OP's problems and to point out that your child doesn't have that problem ...

NP. Actually, we don't know why the teacher has been sending home the behavior chart because the teacher has not communicated with OP. Had the teacher an inkling of the importance of parent/teacher communication or how to implement any kind of behavior improvement plan, she would have communicated with OP. Perhaps she's assuming OP will do something like you propose - but if she'd communicated, she'd know it wouldn't work. She, like you, should assume.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The teacher is counting the times the child talks in class. How exactly is that suppose to be used at home?

Once you have a baseline, set goals for a lower number. Achieving that lower number earns the child a reward that has been pre-determined. It should be the same thing for a well-done progress chart or any type of BIP documentation chart. At the end of the week you and Larla look at her she did and see that Larla has achieved part or all of her school goals so she should be earning a reward at home, too. The home and school systems should be working together compatibly, not in isolation.

Setting a goal like that/being rewarded for decreasing negative behaviors will never work for my child and I have a child with ASD/ADHD who doesn’t have behavioral issues at home or at school, fully mainstreamed, other than having a BIP/FBA in second grade for 3-4 months. DS is in 5th grade now. Positive reinforcement and immediate consequences at the place where the behaviors take place has worked for us.

But if what you describe works for your child, good luck to you.

Hhmm. Okay. I would like to state, though, that the point of this entire thread has been about a practice apparently implemented by a teacher in an effort to decrease negatively perceived behaviors of OP's child in the classroom. I really don't think it is fair or helpful of you to trivialize OP's problems and to point out that your child doesn't have that problem ...

NP. Actually, we don't know why the teacher has been sending home the behavior chart because the teacher has not communicated with OP. Had the teacher an inkling of the importance of parent/teacher communication or how to implement any kind of behavior improvement plan, she would have communicated with OP. Perhaps she's assuming OP will do something like you propose - but if she'd communicated, she'd know it wouldn't work. She, like you, should assume.

So I guess with your lemons you are going to make ... sour grapes? Whatever. I was offering an alternative rather than just stewing and fermenting. However, you do you and I'll do me, look at how happy we all can be!!! Good luck with the you be you thing btw!