Weezie's Wild Week

 WOW What a week. This weeks chapter had so much information it was a tad overwhelming. I found so much useful information within the text. I have done some previous ABC data collection at a job I briefly had as a behavior therapist so I found that information a very good refresher. I also that the tools provided in the textbook to aid us in completing a student-centered functional behavior assessment profile very helpful. As I read through the materials for this course and others I see how important it is to get to know our students, not just their lives at school, but their lives outside of school and at home. So many factors influence their behaviors and success at school. It has always been a priority of mine to make connections with my students that I work with and to build a relationship. It is rewarding to know that the time I spend doing this is not time wasted and instead is time well spent.

I also saw in Livetext that I have the information for the alternative field experience, so I am guessing they could not place me. I am not a fan of the alternative field experience as I feel like you miss out on a lot of learning when not actually in a classroom, however I have spent 7 years in a head start classroom so I have observed a lot~ I will email you about this to discuss it further...

Weezie out

Chapter 3 & IRIS Module 2

 This weeks chapter was full of wonderful information. I felt familiar with the school wide positive behavior supports discussed in chapter 2, but I was not as familiar with the secondary tier of supports discussed in chapter 3. I think the most useful part of this chapter as a future teacher was the instructional and classroom management practices that support positive student behavior. If I can create an environment that promotes positive student behavior, I should have less unwanted behaviors. 

The IRIS module this week continued off of last weeks module and I enjoyed learning more ways to decrease or eliminate unwanted behaviors. I found it interesting to read about behaviors you may want to decrease but not eliminate as they are desired behaviors, such as raising a hand. The problem is when these behaviors are done at a ridiculous rate that they need to be decreased but not entirely eliminated. I had not really thought about those types of behaviors before. You clearly want the student to continue raising their hand if they have an actual question, concern or request but when the behavior is excessive and disruptive to the other students in the class it needs to be decreased to an appropriate number.

Weezie's Wacky Week

 WOW! This week began our IRIS module assignments. I must say I wasn't sure what I was expecting but it certainly wasn't such a wonderful resource that I can continue to use through out my education and when I enter the teaching profession. My major is Early Childhood Special Education and I can already tell that the IRIS website is going to be a very useful tool to have in my toolbox. 

This week I also completed my field placement application for SPED 460 after some misunderstanding on my part. Phew what a relief that is done. I was able to find a wonderful SPED teacher to observe and I am looking forward to joining her during her day to watch her work. I also realized my liability insurance needed to be renewed and I got that taken care of as well. So I am good to go for field experience in both my classes that require it.

I enjoyed learning more about SWPBS systems in this weeks assigned chapter. Some of the things that stood out to me from this chapter were that all staff need to be onboard with, buy into and understand the SWPBS in order for it to be successful. As a member of school staff, I need to support and implement our schools SWPBS system and most importantly I need to believe in it.