Journal Assignment 2 Unit

JournalAssignment 2


Topic1: Social Validation of Problem behavior


Thissection discusses the most suitable strategies of assessing whethercertain behaviors are severe enough to warrant interventions. Thesection acknowledges that some behaviors may not requireinterventions and fall within the normal behavior expectations ofstudents. One issue that the section raises is that culturaldifference amongst students and even between students and theteachers may create an impression of a larger than normal behavioralproblem which might not be the case. This is to mean that teachersshould be considerate and aware of their own culture and that ofstudents in perceiving given behaviors. For instance, a certainbehavior may be acceptable in one student’s culture but notacceptable in a given teacher’s culture resulting in differentperceptions. Such awareness will mean that only deserving casesreceive intervention. Another strategy involves comparing thebehavior of the target student with the standard problematic behaviordisplayed by other students. This will assist in identifying severityand assessing the need for intervention.

Afteridentifying an undesirable behavior in a student, the decision onwhether to make an intervention or not is critical. The problematicbehavior identified, though highly subjective, must be well defined,measurable observable. This will ensure that the impact of anyintervention procedures employed can be assessed and evaluatedbefore, airing and after the intervention. Additionally, it must benoted that behavioral requirements or standards in various settingsvary and thus the intervention must acknowledge the role of triggersor factors that may influence variation in certain behaviors.

NewLearning and Relevance

Thistopic addresses generally two important issues that I believe everyeducator should be aware of – the role of settings and one’ssubjective background in assessing behavior and the need forintervention. It is clear that educators, me included, may over-relyon their subjective backgrounds to judge the behavior of students oreven compare the behavior of students. What I might considertolerable behavior may not be considered tolerable behavior by otherpeople and thus I cannot solely rely on my perceptions to judgestudents’ behavior. Nonetheless, I have learned that it isnecessary to assess students’ behavior in order to ensure that theydevelop good behaviors that will promote learning and also create agood learning environment in the classroom.

WhatI found most interesting and most unexpected in this course was thefact that a teacher’s background can be reflected in judgingbehavior. This is to say that for a teacher who has been brought upin a certain manner maybe more or less tolerant to a given behavioras taught to him or her by her/his culture. This implies thatstudents’ behavior is not an independent entity but rather afunction of the teachers’ familiarity with such behavior in thepast or even social and cultural background. This has taught me thatbefore I judge students’ behavior, I must first examine the role ofmy experiences or background before terming a given behavior asproblematic and deserving intervention or not. With such skills, Iwill be more informed in employing or recommending behavioralinterventions only in deserving cases.

Topic2: The Importance of Measuring Student Progress


Thetopic emphasizes on the importance of assessing students’ progressand the need for reporting such progress to relevant parties. Thetopic indicates that it is important to rely on formal tools andstrategies to assess behavior and progress in any intervention.Systematic procedures provide better, objective and accurateinformation on the progress being made by students through theintervention. The whole monitoring process is thus based onidentifying the progress made by students as part of a legal oradministrative requirement to the relevant parties. In most cases,government policies are based on data provided by teachers henceteachers are obligated to report such data especially in a simplifiedmanner such as graphs and charts. It is important to involvestudents’ parents and other administrators on the progress of thestudents in graph or chart form which is easily understood andinterpreted.

Additionally,sharing data also plays a critical role in showing the performance ofteachers which is best evaluated through the performance of studentsboth academically and in behavioral terms. Therefore, by sharingdata, teachers also provide data for their own evaluation by parents,school administrators and other authorities. Moreover, areas whereassistance is needed either from parents or administrators can beidentified more easily. For instance, teachers can attribute successof failure in students’ progress to availability or lack ofspecific resources.

NewLearning and Relevance

Thetopic content is vital in observing the progress of students in bothsocial and academic settings in order to create a basis forintroducing interventions. The behavioral data of students will helpadjust the intervention and point out specific roles that can beplayed by teachers or administrators with whom the teachers share thedata with. What is profound in this section is depiction of learningas a social issue that encompasses all social actors and not just anissue to be dealt with by schools and educators. The fact teachers,parents, administrators and other professionals are involved inmonitoring the progress of students but discussing data collectedallows for better policy formulation and intervention measures. Thisapproach thus offers teachers much needed support from other partiesin order to develop a common agenda and achieve a common goal.

Thetopic has made me realize that the data collection process brings themain parties to the leaning process together. However, the fact thatteachers recognize that the data they collect in monitoring students’progress can be used to evaluate their performance as teachers makesme worry over the possibility of doctoring data. This is to mean someteachers may feel under increased pressure to turn positive resultsof some students even if the actual results are negative as means ofgiving a positive appraisal to their work. I therefore feel compelledto suggest that different teachers should be used to monitor studentsand the data collected compared and harmonized before implementingany decisions based on such data.

Topic3: Data-based Decision Making


Asthe topic indicates, the section lays emphasis on making the rightuse of data collected from the monitoring process. The teachers areinvolved in collecting data but they must share the information withparents and administrators to inform policy formulation. The datacollected is thus used in making adjustments to the interventionswhether academic or behavioral. The section also draws back fromprevious sections to claim that data maybe visual or statistical.Although the section does not indicate this, statistical data in mostcases is more detailed and maybe able to explain relationshipsbetween various variables and also present data from varioussubjects.

Onthe other hand, visual data is very easy to interpret and best suitedto one or two variables. Therefore, interventions adjustments basedon such data should only largely be applied to the single variablebeing monitored. The section recommends this option because it iseasier to interpret and provides relevant data in contrast tostatistical data. It is thus best suited in making data baseddecisions pertaining either to individual students or groups ofstudents. Additionally, given that interventions are offered over aperiod of time, the visual presentation of data is better as itcaptures the element of time more

NewLearning and Relevance

Thetopic reveals that data analysis is an integral part in the decisionmaking process for teachers and school administrators. The wholepoint of collecting data and analyzing it is the application of thefindings by the two parties. In the section, visual presentation ofdata allows for easier analysis and interpretation for parents andschools. For most graphical presentations, data indicates increase ordecrease in terms of performance and thus informs the involvedparties to initiate corrective measures. The data therefore validatesor invalidates intervention methods.

Interventionsshould be evaluated and modified accordingly. Data collected informson the effectiveness or infectiveness of the intervention procedureor teachers involved in implementing the intervention. However, Ifeel that the graphical presentation of data does not allow for thecomparison of intervention by different teachers to capture theeffectiveness of the teacher in implementing interventions. In sodoing, teachers are not in a position to compare the effectiveness oftheir personal approaches amongst themselves in implementing a commonintervention. I feel that the best possible way to address this issuewould be to encourage teachers to discuss data collected as a teamand evaluate the same and draft corrective measures as a team also todevelop comprehensive approaches.


Kerr,M. M., &amp Nelson, C. M. (2010).&nbspStrategiesfor addressing behavior problems in the

classroom.Boston: Pearson.

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