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What about Adaptive Behavior Students?
Old 08-14-2011, 05:27 AM
 
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Okay, so I have read a few books, tons of posts, and other online resources and I feel ready (mostly) to start RC in my room this year. My only question is what to do about AB students. I have only 1 in my class this year and he is very used to earring rewards for desired behavior. The AB program at my school is set up to leave the kids in the classroom as much as possible and we use a "card' system to let the AB teachers know when they pass by how the student is doing. So, a green sign on my door says everything is fine, yellow or red mean I need assistance with the student. I am also suppose to allow him lots of choices and give him rewards of stuff of time to draw, etc.. when he is staying on task/compliant. How do I handle this with all the other students not earring rewards for doing what is expected? How can I use RC to help him be responsible for his actions without getting rewarded? Thanks for your thoughts,

Heather


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That's such a good question.
Old 08-16-2011, 10:58 AM
 
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When I deal with issues such as this I have a lesson with my children about the meaning of fairness. I believe that in order to be fair, we have to give each student what they need to succeed. I tell my class that we all have a "thing" we need to work on. I use the example of me staying patient and me keeping my desk organized. I tell them that I need extra reminders to stay patient and I need help keeping organized. I let other kids give examples of the "things" they have to work on and what we as a class can do to help. Then I bring the conversation back to the child with behavior issues and we talk about as a class what we can do to help him/her to be successful and that one way that I think I can help is to encourage positive choices. I feel like in the classroom children are so aware of each other and this helps them feel accepted.

I hope this was helpful. It sounds like your school is really on top of things with a good plan. Good luck!
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That makes sense!
Old 08-16-2011, 02:27 PM
 
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Thank you for your response. That makes a lot of sense! Would I have that discussion with him in the room?
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Well said VAreader
Old 08-17-2011, 04:12 AM
 
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Just like you would never take away a child's glasses, you wouldn't take away his or her behavioral plan. Remember, sometimes students need more support for behavioral issues. It is our responsibility to be sure they receive what they need. Working with your specialists and your families will ensure that these issues are met to the best of your ability.

As far as having the discussion with or without the child; that depends on the child and the family. As you get to know your student; that will tell you... I have had these conversations both ways and for different reasons. Consult your specialists and your principal as well to see where the best choice will fall.
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I think it depends.
Old 08-17-2011, 09:02 AM
 
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I have found --as an LD student, myself-- that students with differences, whether they be behavioral or educational, are very much aware of what they see as "inadequacies." I feel like if I can bring that out into the open and allow everyone to share their needs, then sometimes it can take the fear and shame out of special needs. When everyone becomes more aware of THEIRS, then we can work to support each other.

But I do agree--it depends on the child and the circumstance. I have had it as a class meeting, like I was letting the rest of the class in on a "secret" that they needed to help with, but I have also had it whole class. I usually do it whole class if the student has frequent outbursts because then the behavior is affecting the whole class publicly anyway.

But the goal is to level the playing field and to use the class as a source of support for their peer, classmate, and friend.


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