View source for Understanding and Applying Basic Behavior Components

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[[ETAP 623 Fall 2020 (Zhang)‎| ETAP 623 Fall 2020 Home]] | [[Kaylee Fallat]] | [[Understanding and Applying Basic Behavior Components]]

* '''[[Unit 1: Basic Behavior Components]]'''
* '''[[Unit 2: Consequence Strategy: 1-2-3 Magic]]'''
* '''[[Unit 3: Consequence Strategy: “If/When-Then” Statements]]''' 
* '''[[Unit 4: Consequence Strategy: Positive Language]]'''

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== '''Overview and Purpose''' ==
The topic for my mini-course is behavior components and elementary students in a classroom learning environment. I designed this course for any elementary school teachers to use in their classrooms. Still, this course can also provide a basic understanding of behavior components to any individual who works amongst elementary students. Everyone who works amongst elementary school students must understand and become familiar with the behavior components.  The course will target the A-B-C Model of behavior components, A representing Antecedents, B representing Behaviors, and C representing Consequences. The main focus of the course will be on targeting consequence behavior strategies and applying them. It is important to understand behavior components, specifically with elementary students, because they often execute a different and often problematic behavior as children enter educational environments.

== '''Needs Assessment''' ==

'''Instructional Problem:'''
Students in elementary school are not adults, and we tend to forget that. Children are not smaller versions of adults(Phelan & Schonour, 2016, p.12). We cannot approach a behavioral situation with a mindset that our elementary students understand a learning lesson like we adults do. Therefore we need the knowledge and understanding that handling and dealing with children's behaviors, you cannot do so with words and reasonings as they will most likely have no impact at all on a student(Phelan, & Schonour, 2016, p.13). 

Behaviors in your classroom can distract both you and your students, which enables an unsuccessful learning environment. According to a report released by Scholastic and the Bill & Melinda Gates Foundation, behavior problems across all grade levels have increased, specifically elementary schools, by 68%(Scholastic, 2020). We learn through knowledge that which we can apply to formulate meaningful experiences. If we do not understand behavioral components first, we cannot apply successful behavioral components in our classrooms. 


'''The Nature of What is to be Learned:'''
Instructors will learn how to understand behavior components, specifically with elementary students, through knowledge and application. 

'''Goals:'''
The goal is that the participants gain a better understanding of behavior components through content knowledge and experience understanding. With the experiences and content that participants gain from the activities in this mini-course, I hope to create more confidence and skills to tackle both positive and negative behaviors in and outside of their classroom. This courses' goal does not only attest to the inside of a classroom but are life skills that the participants can utilize and share. 


'''Learner Analysis:'''
The mini-course participants will be elementary school teachers who have been teaching for at least three years of teaching experiences and have received a master’s degree. The participants must also currently be teaching and have a classroom of students. The participants come from a variety of teaching backgrounds regarding different schools that have different socioeconomic backgrounds. Teachers will have had experiences with student behavioral problems in their classroom in their teaching experiences; therefore, they can apply their experience to foster an engaging and meaningful learning experience. Instructors will range from experienced to inexperienced teachers in behavior management skills with elementary students. Instructors have voluntarily signed up to take this mini-course as part of professional development hours. The participants are eager to learn and better understand behavioral components.

'''Instructional Content:'''
All instruction will be delivered in an online learning environment. Which will require that all participants have access to an electronic device such as; a desktop computer, laptop, or tablet and high-speed internet. Throughout the mini-course participants will be asked to access content that is on external platforms such as videos, images, readings, and additional content. To ensure success with the mini-course instructional content student will need to follow the mini-course schedule and complete all required assignments, content, and activities. The goal is for all students to be proficient in the mini-course objectives and goals.

== '''Performance Objectives''' ==
  
*At the completion of this mini-course, the participants will be able to complete their unit journal entries based on their analysis of how to implement the behavior components in their classroom at the completion of each unit. 
* The participants will be able to apply what they learned in this mini-course in their classrooms whenever there is a behavior related problem.
*Given an example of a behavior problem, the participants will be able to differentiate between the different components of behavior.
* When completing the activities through the mini-course instructors will be able to execute and apply the A-B-C Model when working with behavioral strategy examples.
== '''Course Units''' ==

'''[[Unit 1: Basic Behavior Components]]'''

''Prerequisite(s):''
* Participants have access to the Internet.
* Participants have had experience with behavioral problems in their classrooms.
* Participants have teaching experience of at least 3 years.
''Objective(s):''
* Participants will review, evaluate, and analyze the unit mini-lecture based on their current and background knowledge.
* Participants will describe a prior student behavior experience they had in their classroom according to the Basic Behavioral Components (A-B-C Model).

'''[[Unit 2: Consequence Strategy: 1-2-3 Magic]]'''

''Prerequisite(s):''
* Participants have access to the Internet.
* Participants have reviewed and completed all content and components of Unit 1.
''Objective(s):''
* Participants will review, evaluate, and analyze the unit mini-lecture based on their current and background knowledge. 
* The participants will read a scenario and be able to describe how they can implement the consequence behavioral strategy, 1-2-3 Magic.
* Participants will reflect on how they could implement and improve their practices by applying 1-2-3 Magic as a Basic Behavioral Component.

'''[[Unit 3: Consequence Strategy: “If/When-Then” Statements]]''' 

''Prerequisite(s):''
* Participants have access to the Internet.
* Participants have reviewed and completed all content and components of Unit 1 and Unit 2.
''Objective(s):''
*Participants will review, evaluate, and analyze the unit mini-lecture based on their current and background knowledge. 
* The participants will read a scenario and be able to describe how they can implement the consequence behavioral strategy, “If/When-Then” Statements.
* Participants will reflect on how they could implement and improve their practices by applying “If/When-Then” Statements as a Basic Behavioral Component.

'''[[Unit 4: Consequence Strategy: Positive Language]]'''

''Prerequisite(s):''
* Participants have access to the Internet.
* Participants have reviewed and completed all content and components of Unit 1, Unit 2, and Unit 3. 
''Objective(s):''
* Participants will review, evaluate, and analyze the unit mini-lecture based on their current and background knowledge. 
* The participants will read a scenario and be able to describe how they can implement the consequence behavioral strategy, positive language. 
* Participants will reflect on how they could implement and improve their practices by applying positive language as a Basic Behavioral Component.

== '''References and Resources''' ==

* Scholastic 100. (2020). Classroom Behavior Problems Increasing, Teachers Say. https://www.who.int/news-room/fact-sheets/detail/the-top-10-causes-of-deathhttps://www.scholastic.com/teachers/articles/teaching-content/classroom-behavior-problems-increasing-teachers-say/
* Phelan, T., & Schonour, S. (2016). 1-2-3 Magic in the Classroom: Effective Discipline for Pre-K through Grade 8 (2nd Edition). ''ParentMagic, Inc''. https://issuu.com/sourcebooks/docs/1-2-3_magic_in_the_classroom


[[Category: Classroom environment]]
[[Category: K-12]]
[[Category: Elementary grades]]
[[Category: Safe and positive classroom]]
[[Category: Social/emotional learning]]