Just wanted to give you all a heads up. I have been grading last night's quiz 1 and I noticed that many of you did not use proper terms when defining key concepts. It is not appropriate to use the term you are defining in the definition of the term. For example, it is not okay to define POSITIVE REINFORCEMENT by stating, "Positive reinforcement is when a behavior is positively reinforced and behavior increases in future..."
In order to provide opportunities for positive practice, I will allow an opportunity to correct your quiz 1 responses that you missed. You will have the opportunity to make up ALL of the points you missed. You will have to use proper terms in your definitions, please review these terms in your text. When I return your quizzes next week, you will have one week to submit correct responses for items missed. Quiz corrections must be word processed, you must provide a page number referencing the correct information in the text, and it must be attached to your quiz.
If you are satisfied with your quiz score (several students earned perfect scores), then, do nothing as the scores have already been recorded.
Finally, this is a one time opportunity and does not apply to future quizzes or exams.
Thanks,
Dr. A
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2 comments:
Is there a place on this blog that you post grades?
The student that I am doing my BIP on has a problem behavior of being off task. From the interviews, observations and review of records I have found that he has a language delay. However, he can communicate verbally but since he is in 3rd grade he has difficulty expressing his needs and wants which causes him to become frustrated and then engage in off task behaviors. His receptive communication is stronger than his expressive but the teacher, aides, and Speech Pathologist are working on improving these skills.
My desired replacement behavior is for the student to be able to ask for a break, ask for attention or ask for an alternate assignment. Topographically this means he will need to verbally ask for a break, verbally request an alternate assignment, verbally ask for the teacher/aides attention to explain his frustration with another student or to ask for his quiet squeeze ball instead of playing with objects in his desk. Obviously, this new behavior will not occur overnight but through "modeling" and "positive reinforcement" of him choosing a replacement behavior he will eventually be able to verbally communicate and engage in these behaviors independently.
Hopefully, asking for him to verbally communicate is not too out of reach but instead something that he can learn.
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