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Jami Shlensky

Managing the Learning Environment

Describe the context/situation: The environment in 5th period Algebra 2 class can be very

distracting. It is difficult for students to come in, take out their materials, and settle down within areasonable time after the bell rings. Many students have trouble not talking to their neighbors whileothers have trouble motivating themselves to complete the assigned work. There are nineteenstudents in the class of varying levels and abilities. Only one student has a documented IEP,however others, behaviorally and academically, are not performing on track with their peers. Acommon theme is to give up if students are not being directly attended to. As a result, a noisy andunproductive classroom environment is often harbored.

Operational Definition: I am hoping to decrease the amount of disruption, lack of focus, andchatter at the beginning of class. I hope that students will be able to come to class, sit down, takeout paper and a pencil, and complete the warm up problem, quietly, within three minutes after the

bell rings.

Baseline Data: Depending on the day, the class adjusts very well, or very poorly from passingperiods to class. Based on the baseline data, students improved the second day with no verbalinstruction or prompting. However, the presence of students who are disruptive is still frequent.

Name

Feb.

4

Feb.

5

MA x +

CB - +

AC + -

CJ + -

AL x -

CM + +

JM + +

JP - +

TP + -

CR + +

JR + +

SS - +

NV x +

DLW + +

DDW + +

BW + +

MW - +

DY + +

DZ + +

Proposed intervention:

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-desired outcomes or expectations: I hope, that as a result of the intervention, studentswill come to class, and within three minutes, be adjusted, ready to learn, and warmed up for thedays topic. In order to communicate this to the students I will explain to them that they are to comeinto class, sit in their seats, take out a piece of paper and pencil, and quietly complete the warm upproblem posted on the board every day. I will tell the students they have 3 minutes when the bell

rings and when those 3 minutes are up, the problem should be complete. As a reminder, the dailywarm up will visually display these instructions as well.

-Antecedent strategies: I will create a daily warm up problem with visual reminders as towhat the expectations are (see attached example). I will remind students when they walk in thedoors to sit down and complete the warm up problem on the board. I will give them a halfwaywarning and a thirty second warning. I will praise students who are getting to work right away andgently remind students who are causing distractions to focus on the warm up problem.

-consequence strategies: If a student can receive a plus every day for a week straightthey will get a small reward on that Friday, such as a piece of candy. When the whole class can

receive a plus every day for a week straight, I will bring in a large reward such as cupcakes orcookies!

data collection: I will collect data on a daily basis. I will collect data using a chart. If thestudent, by the end of the 3 minutes is quiet, has out a pencil and paper, and has completed thewarm up problem, they will receive a plus next to their name. If they are causing distractions, notworking, or not prepared for class, they will receive a minus next to their name. An x will indicate anabsence.

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Daily Warm Up

Please take your seats, take out a

piece of paper and a pencil, and

factor the following trinomial! You

have 3 minutes once the bell rings.

3x2 + 13x - 10

Solution:

(3x-2) (x+5)