I teach mathematics to three self-contained special education classes of twelve to fifteen students.  I teach two sections of freshman Algebra that are 95 minute block classes, as well as one section of RCT (an achievement test) preparation to older students that is 45 minutes.  The students I teach are classified as either “Learning Disabled” or “Emotionally Disturbed.”  Despite the different classifications all but one of my students have behavioral problems that range from mild to severe.  These are clearly students that can benefit from learning self- management techniques.

I chose to focus my efforts on my two freshman classes because their behavior problems are more severe and the 95-minute block session allows for more flexibility with instruction.  Over the course of the last two months I have taught the “Stop, think, choose, and think again” method of dealing with difficult situations from Chapter 5 in the Behavior Survival Guide for Kids, installed a whole class self monitoring system, and instituted a weekly classroom meeting to help solve problems.  The results and improvement in behavior has varied with each of the techniques, but overall the results have been positive.  It has certainly helped me to be more aware of my own methods and behavior.

The first technique I taught was the “Stop, think, choose and think again” method.  I began the lesson by putting two scenarios on the board.  The first was:  “A teacher tells you to sit down and be quiet in an angry tone.  What do you do?”  The second was, “Another student says something mean about your mother.  What do you do?”  Students thought about it individually for a few minutes and then the class broke up into groups of 3 or 4 to continue the discussion.  We came together as a class and I wrote down answers from each group for each scenario so they were visible for the class to see and analyze.

I began the discussion by posing another question: “In each of the two situations, what do you want to happen?”  It was interesting that students had difficulty answering this question.  During discussion they admitted that the never thought about problem situations from the end point so it was actually difficult for them to come up with a desired outcome.

Once we agreed on desired outcomes (let the teacher know we would like to be treated with more respect, we would like the student to stop insulting our mother) I introduced and handed out pages 50-53 from the book.  We read the pages together and applied them to the situations.  I had the students focus mostly on the “think” part and the questions to ask.  I stressed that the key is to know the desired outcome and figuring out the choice that will get you there.  The discussion was lively.  Some students insisted that “we’re ghetto, we solve problems by fighting.”  I tried to emphasize that fighting will not lead to our desired outcome.

We then looked at page 56 in the book, which was the same as scenario two.  The students worked together to analyze the choices.  It was agreed that a positive outcome would be very difficult to accomplish due to the anger the situation builds.  We reviewed the analysis in the back of the book, which reinforced the students’ opinion about the difficulty of the situation.  They could not see themselves handling the situation in the positive methods described in the book (“especially when they are talking about my mother.”)  I modeled my reaction to the situation, which elicited the response “ see you’re not like us, you’re not from the ghetto.”  Again, I tried to emphasize that it’s getting what they want in the situation and looking for choices that will get them there (the think questions).  Arriving at positive resolutions doesn’t matter where you are from.
I assigned homework that first reinforced the actual steps.  I asked students to re-state the steps and what each meant.  I also asked them to think of a situation where they made a good choice and what was the outcome.  We discussed more situations the following day.  Most involved “dissing” each other and relationship problems—it’s clear academic problems are not first on my students’ mind!

I posted the “stop, think, choose, think again” chart in my classroom as a reminder.  When someone clearly makes a bad choice I try to go back and reanalyze the situation thinking aloud and using the method.  I feel the technique has helped but I need to place more emphasis on it and bring it up more often.  I may add a weekly assignment based on making good choices, possibly giving a scenario and possible choices like those in the book.  This assignment may make the students more conscious of the process.
Another hindrance is the social functioning of my students. Many students are just not aware of what a good choice is.  My students are constantly rationalizing bad choices—“I threw the paper because he threw it first” etc.  In order for the more advanced problem solving methods to be helpful I need to go back to more basic social skills instruction.

The whole class self-monitoring system I instituted could help with this.  I felt whole class self-monitoring would be helpful because it would prevent the problems created by just targeting the students with severe behavior problems.  I have a mix of LD and BD students and the level of their problems vary greatly.

I began teaching the system by first identifying problem behaviors.  I had students work in groups to answer the questions:  “What goes on in our classroom that prevents students from learning and prevents the teacher from teaching?”  These were listed on the board.  The sheer length of the list was convincing evidence that we had a problem.  I introduced self-monitoring as method to help reduce the behavior problems that get in the way of learning.  Using handouts  and an overhead projector I described what self-monitoring is, how it can help and what we will do.  I reviewed the checklist (see below), and set up 20-minute checks for four target behaviors.  I purchased an egg timer with a bell to signal the checkpoints.  Class is stopped completely during the checks.  I then focused on keys to success, particularly being honest.

Initial reaction was not positive.  “We are not retarded.”  “I’ve done behavior checklists before, they don’t work.”  I emphasized that I feel it will help if we honestly try together.  I said if it doesn’t work we will try something else, but I really feel it will help if we take it seriously.

We started monitoring and the first couple of days were good because we spent a lot of time analyzing the checks and focusing on honesty.  After a few days behavior got worse but I have stuck with it.  I review checklists every night and write comments to each student.  Even if there are no other positives, the method provides me with a method to communicate privately in writing with each student regarding their behavior on a daily basis.  I praise honesty and try to have students focus on one behavior the next day.  Students are more aware of their behavior but it doesn’t seem to be improving behavior overall.

I feel the problem may be with the rating system and the number of behaviors.  I may need to go back and use a tick mark system for the more problem behaviors—specifically the respect and talking areas.  Students need to really count the number of times they are being disrespectful or talking out of turn for them to be fully aware.  Also, attending to work is very difficult for students to measure independently.  I plan to change the checklist to include an area for students to include tick marks for behaviors to keep specific track of what they are doing.  I also plan to eliminate the “focus on work” check in the hopes that by eliminating the other off task disruptive behaviors focus will be improved.

I have added a weekly classroom meeting to my class.  We have a 20-30 minute meeting every Friday.  We sit in a circle for the meeting.  Basic group discussion social skills are emphasized, like waiting for your turn to talk, no attacking each other, no yelling etc.  Initially I had an open discussion of problems we’ve had the prior week.  This unstructured format was not productive.  Students were not focused and it became a free for all.

I’ve changed the meeting to be more structured.  The first few minutes are a brief discussion of the prior week’s instruction.  What did we study?  Was there anything especially difficult?  Are there any improvements we can make?  Next, each student is asked to bring one problem or issue they would like to discuss.  I gave some examples—I am having problems paying attention, another student is bothering me, I can’t get to class on time etc.  We then discuss the problems as a group and try to resolve them productively.

We have not had many meetings with the adapted format but I have been pleased with the results so far.  Students understand each other better and more apt to empathize.  The more mature students have begun to understand the similarity of their problems.  There is more of a sense of community.  Students have been less likely to attack each other.

I’m not sure if Friday is the best day to have the meeting.  Students sometimes don’t remember what we discussed the prior Friday.  The main advantage is that it is difficult to get students to attend to regular schoolwork on Fridays so it is a nice break.  This situation is also a difficulty because students are so rambunctious.

I’m looking forward to modifying and adapting problem solving, self-monitoring and classroom meetings further later this year, and next year at the start of the year.  Each of the methods has involved a lot of work but each has been helpful.  Self-reflection tells me I need to continue to work on the more basic classroom management issues (rules and consistently enforced consequences) and incorporate these more advanced techniques in a coordinated effort in the future.

Ratings Card (summarization of data recorded by student)

Seat	Focus	Respect	Talking
4   Never out of seat.	4   Not off focus at all.	4   Did not disrespect anyone.	4   Did not talk at inappropriate time at all.
3   Out of seat once.	3  Off focus for one minute.	3   One sign of disrespect.	3   Talked 1 time at  inappropriate time.
2   Out of seat twice.	2   Off focus for 1 to 3 minutes.	2   2 signs of disrespect.	2   Talked 2 times at inappropriate time.
1   Out of seat 3 times.	1   Off focus for 3 – 5 minutes.	1   3 signs of disrespect.	1   Talked 3 times at inappropriate time.
0   Out of seat more than 3 times.	0   Off focus for more than 5 minutes.	0   More than 3 signs of disrespect.	0   Talked more than 3 times at inappropriate time.

Andrew Romanelli is a teacher in the New York City Schools, and a graduate student in the department of special education at Hunter College.
Posted 1/25/05