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.
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