ECS 550 Full Course Discussions GCU

What internal and external factors influence authentic data collection?

In our society, we tend to assign meaning to others’ behaviors. For example, when we drive down the road and someone cuts into our lane suddenly, we often assume the person intended to harm us, when, in fact, there may be many other reasons for the driver’s actions. Can you think of a time when you went to school and a teacher made an incorrect assumption about something someone in your class, or you, did? What happened as a result? How could the situation have been handled differently?

Why do some early childhood students have difficulty with transitions in the classroom? Identify and describe two strategies specific to students effectively transitioning.

What types of environmental factors would cause students to not want to participate in activities in the classroom? What can teachers do to address this? What motivational strategies have you observed in the classroom that you plan to use in your professional practice?

How are the RTI and MTSS systems similar and different from one another?  Is there anything you see in either system that appears more beneficial that you would like to use in your future classroom?

How do you plan on involving students in the intervention process or in developing interventions?

Once a child has been identified as benefitting from a Functional Behavior Assessment, why is it important to ensure that families are involved in the data collection process? What are some of the concerns families might have? Describe two ways in which you can present data to parents to ease confusion.

How have you observed expectations being communicated in regards to behavior management concerns within your classroom observations? Do you find these strategies to be effective? Do you have suggestions for improvement?

How will you incorporate data into your classroom management plan? How will you collect data on the effectiveness of your designed classroom management plan to make continuous improvements?

How can a teacher ensure a behavior intervention plan will be effective? What are some strategies you can include in your classroom management plan to incorporate students who are on a BIP?

How can teachers model appropriate ways for children in early childhood to express their frustration/anxiety and avoid severe behaviors?

When crisis situations happen in your classroom, how can you help your students work through any emotions they may experience as a result of this?