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Behavior and Communication Log

1) The document discusses the teacher's plans to collect student behavior data through monthly behavior calendars where students color in their behavior each day and have parents initial. The teacher will also keep their own behavior chart. 2) Behavior data will be collected in more depth through a behavior log noting the behavior, consequences, actions taken, and response. This data along with the calendars will be kept in individual student files. 3) Parent communication data is also important to track through a parent communication log to note the nature and response to parental outreach regarding student behavior issues or lack of parent initials on behavior calendars. This log provides evidence of communication with parents if needed.

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195 views

Behavior and Communication Log

1) The document discusses the teacher's plans to collect student behavior data through monthly behavior calendars where students color in their behavior each day and have parents initial. The teacher will also keep their own behavior chart. 2) Behavior data will be collected in more depth through a behavior log noting the behavior, consequences, actions taken, and response. This data along with the calendars will be kept in individual student files. 3) Parent communication data is also important to track through a parent communication log to note the nature and response to parental outreach regarding student behavior issues or lack of parent initials on behavior calendars. This log provides evidence of communication with parents if needed.

Uploaded by

api-288983001
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Student Behavior

Charts/Data

While designing my behavior management


plan, I began to notice that my student


Google Images (2014)

behavior charts/data and parent


charts/data were somewhat overlapping in
terms of content and how I would conduct
these strategies. Regardless, I will touch on
students; behavior data first.
This data will be conducted in several
ways. Firstly, my students are required to have a calendar of the specific
month taped on the inside of their take home folder. Students are
required to color in their behavior for each day and have their parents
initial the day each day, so that the teacher knows both the child and
parent are recognizing their behavior. In addition to this, the teacher will
keep a behavior chart, as well to make sure the child is having their
calendar signed off, in addition to noting any other misbehaviors. The
teacher will collect the students calendar at the end of each month and
provide the student with a new one so that the teacher has the childs
daily color data and more in depth data, as well.

According to Evertson &


Teachers Pay Teachers (2014)

Emmer (2013), the collection of


student behavior is vital in
noticing variations in students
behavior and moreover to
provide evidence for when
behavior escalates. Below is an
example of how I plan to
collect my students behavior in
a more in depth manner. This
behavior log consists of noting
the following: the behavior,
consequences, action taken,
and response. I will keep a file
for each of my students where their past monthly calendars and behavior
log(s) will be held, so that I can easily refer back to these artifacts when I
need to see if there are consistent changes in my students behavior, if
issues begin to arise. All of these components will aid me in noting any
relationships in the students behavior, in addition to being able to use
these artifacts as evidence for both the administration and parents if the
behavior becomes serious in being detrimental to the students
education.

In conclusion, Kagans Win-Win Disciple (2009) greatly supports


tracking behavior data in order to implement an effective behavior plan
for students in seeing what may cause and affect the behavior. Without
such data, a teachers behavior plan is inadequate and moreover, their
teaching will be depicted as so when they are unable to show their
evidence in both the students behavior and how the teacher responded
to the incidences.

Parent Communication
Charts/Data
Along with collecting behavior data, parent data are also essential
documents that a teacher must keep track of. Evertson & Emmer (2013)
deem thorough parent communication as a good foundation in an
effective learning experience for a child. Moreover, it is vital to keep track
of communication with parents whenever contacting the
parents/guardians in such way that the teacher needs to get ahold of
them. In other words, if a students misbehavior is prominent in which they
receive a red card by the end of the day or that they are just not
themselves for a period of time, the teacher will contact the parent. The
teacher should and must track the data of parent communication to note
the nature of parental communication for each student. By this, the
teacher will be able to have evidence if communication is never made

on the parents end (in terms of answering emails, etc), or even noticing
changes which may hint outside factors, such as personal issues, like a

Teachers Pay Teachers (2014)
death within the family.
As I stated earlier, my
behavior tracking somewhat
intertwines with parent
communication, as parents
have to initial each day
acknowledging how their
childs behavior was for the
duration of the school day. If
the parent is not initially off, this
is most definitely an indicator
of a lack of parent
communication, which will
result in me trying to make
some type of a conference with the parent on how vital it is to initial these
days. This attempt in making a conference (i.e. a phone call, email, and
so forth), will be recorded on my parent communication log.
In conclusion, I will use this log whenever an attempt of contact is
made. This log will aid me in identifying how contacting each students
parents/guardians is going about and whether there should be any

concerns. Furthermore, this log will play a piece of evidence in providing


artifacts of communication with the parents to the administration, if
necessary.

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