I collected data using two forms, the engagement forms and interaction forms.
Out of the five days
I collected data, I noticed,
1. Two of these days one of
the popular boys in the class was absent. Mohammed answered on signal and was
engaged around 80% of the time when the other student was absent. When the
student was present, Mohammed was engaged and answered on signal only about 45%
to 50% of the time.
2. The two girls in class
answered on signal and were engaged 90% to 100% of the time. Two other boys answered
on signal and were engaged 80%-100% of the time. The last boy (the popular boy)
answered 60% to 70% of the time. The curriculum and lesson design for this
class is very scripted and specific where I cannot make many changes even if I
felt they were necessary. The students are supposed to answer to questions
orally after a signal is given (visual or auditory depending on the part of the
lesson) and the response has to be unison. Except for the two boys (Mohammed
and the popular boy) the class has understood the program and is following
directions nicely.
3. My students are following
directions and being engaged more when we are doing board work than when we are
following the book. When students are working independently in their workbooks,
they are 100% engaged but didn’t collect this data because the behavior I am
looking for include group responses. I believe this is due to the type of
signal I am using. When I am on the board, I use a long ruler and tap the word
for them to repeat our sound out. If I slash the ruler under the word, they say
it quick, if I tap on each letter, they say the sound. Their eyes are on the
board and their hands are free at this point.
When we work following the
book, they have to listen for my signal (a tap on my book or on a desk with a
thick marker). I have noticed that it is a lot more difficult for them to stay
focused on the book and try to listen for the signal, especially if they are
looking for reinforcement so they look up and watch me for signs of approval. I
think that working on a better, louder signal and on my positive to negative
interaction ratio will help increase their engagement rate during book
activity.
4. Increasing positive
specific praise was very difficult. I didn’t have any data to compare it to before
I started including more positive praise. But my results show that I am
currently giving a 2-1 positive to negative reinforcement ratio and need to
increase the positive. Out of those two positive interactions, one is a general
and one is a specific.
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