Forming an Intervention Plan and Conductive Learning Environment

A conductive learning environment for young children includes one that ensures students are safe and secure. Students Maslow’s theory states that children need to feel safe and secure in one’s environment (Ormrod, 2011, p. 373). When children are provided with a safe and secure environment that are more likely to engage in activities and discussions in the classroom. A conductive learning environment also entails one that meets the individual needs of the students. Every student has unique abilities and learning styles that should be met appropriately through facilitation and interactions with each student. It is also important that students are aware of and are provided with several opportunities to practice procedures and routines in the classroom so that they can transition from one activity to the next more efficiently. The case study I have chosen to focus on identifies several ways to promote a more conductive learning environment for young children. The group of 25 kindergarteners have been in school for one month and a majority of the students already know the classroom procedures, schedule of events, where they are suppose to be in each learning activity, where materials belong in the classroom, and how they are to transition from one activity to the next. However, there is one child in particular who has a hard time following classroom procedures and knowing where he is suppose to be at certain times of the day.

The case study I focused on was about a child participating in a kindergarten classroom who had a hard time following the procedures and routines in the classroom, as well as engaging in inappropriate behavior that distracted himself and other peers from learning. The case study mentioned that Willard asked the teacher several questions about when they would transition to certain events in the day. This particular child was also found off task and wandering around the classroom. Several times throughout the week, Willard attempted to leave the classroom without permission from the teacher. The children in the classroom also began making fun of Willard and found his behavior as a distraction. After reviewing this case study and thinking of ways to solve these particular issues, I was able to come up with several ways the teacher could intervene in this situation. 

Jeanne Ormrod also tells us that, “young children tend to focus on other people’s concrete, observable characteristics and behaviors. However, they do have some awareness of other people’s inner worlds” (2011, p. 82).  The children in kindergarten class are probably more likely to make fun of Willard because they already have an idea that Willard’s behavior is not typical or socially acceptable in the class. The children’s way of interacting with Willard is by commenting on his behavior and making comparisons to theirs. In this particular case, I would intervene by teaching Willard how to engage in more socially acceptable behaviors in the classroom. I would teach Willard more appropriate behaviors by modeling them and commenting on appropriate behavior that the child engages in. I can also encourage the students in the classroom to set a good example for Willard in the classroom. Jeanne Ormrod mentions that, “They[peers] serve as socialization agents that help to mold children’s behaviors and beliefs… They serve as role models and provide standards for acceptable behavior, showing what is possible, what is admirable, what is cool” (2011, p . 76).  Since some feel that they are distracted from learning, they can use words to express how Willard’s actions are affecting their ability to attend to certain activities. For example, when Willard is engaging in inappropriate behavior, the children can tell Willard either to stop or express how it makes them feel when he behaves a certain way. This will be beneficial for both Willard and the children who are being distracted. Through their expressions and modeling, Willard can gain a better understanding of how his behavior affects others in the classroom.

In order to intervene in this particular situation, I must first identify what the behavior is. The gain a better understanding of what the behavior is, I could take anecdotal records that provide detailed notes stating the behavior the child is engaged in. Then I would analyze the information and identify how this child’s behavior is affecting his or others learning. Through data collection, I am better able to see what factors might be influencing the child’s behavior. For instance, Willard might wander around the room because he does not fully understand his role in certain learning activities or he might wander around the room to escape certain tasks.

After collecting data on Willard’s behavior I would design an intervention plan to help shape Willard’s behavior into a more desirable one while still meeting his needs appropriately. I would start shaping the child’s behavior through modeling and social support from peers in the classroom. When Willard engages in inappropriate behaviors, such as walking around the room or leaving the classroom without permission, I would model how to attend to a task. For instance, I might think aloud as I attend to a task stating what my job is and how to perform the activity or skill. After Willard observes me engaging in an activity, I will provide several opportunities for Willard to complete activities or skills independently while providing Willard with encouragement and academic feedback. It’s also important that I encourage others to set a good example for Willard and ensure that he is an active participant in all learning activities. I might assign one particular student in the class who is capable of following routines and procedures in the classroom to help Willard attend to the activities performed in class. This student could be Willard’s guide and someone he can refer to when he is not sure of his role in the classroom.   

In this particular case I plan on monitoring Willard’s success in performing socially acceptable behaviors or attending to a task through frequency charts. The frequency charts can be used to record how many times the child engages in a particular behavior overtime. It is important, however, that I record the child’s behavior before the intervention is implemented, during intervention, and after intervention to see if the behavior decreases overtime. As the child engages in more socially acceptable behaviors the teacher should provide Willard feedback on his efforts to attend to tasks or engaging in positive behaviors.