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Problematic Behaviors and Interventions

Throughout my first three years as a DOE self-contained teacher, I learned quickly that the Teachers College Reading and Writing Project curriculum was difficult for my students with special needs. However, I was lucky enough to be a part of the Reading and Writing Project's endless amounts of workshops.  I learned a tremendous amount of ways to teach my struggling students as part of my professional development requirements. 
My greatest learning experience and achievement thus far has been working with TCICP’s Inquiry-to-Action Teams as a part of Positive Approaches to Student Behavior and Restorative Practices. Working with the facilitator, Stacey Schultz, was nothing new to me. During her frequent visits to my school in Jamaica, Queens, Stacey was my "special ed guru" as I muddled my way through the jungle of the New York City Department of Education   
My prior background as a universal pre-kindergarten teacher in a small, private preschool did not prepare me for mediating student behavior in a self-contained kindergarten class. My experience was in nurturing and helping young children to become independent learners.
Thank goodness I had problematic behaviors in the three years I worked in the preschool or else my 12:1:1 student-to-teacher ratio classroom experience would have been a nightmare.  
Students and I painting a mural of the beach (using shapes) for a math unit, all while learning to share materials.
Warning: This is not a fairytale, it is real life.  
Throughout my inquiry, I learned a lot about my practice and the learning styles of my students. Through all of the hardships I faced every day, I still loved every minute of it. My hope is that the interventions and practices that I have learned throughout my experience can help my fellow educators. In my inquiry, you will learn more about my students and the individual supports I implemented to help them in a self-contained kindergarten. Sometimes we need to be detectives to learn more about our students’ backgrounds, needs, and wants. When we crack the case, it becomes a little less of a struggle each time they walk into the classroom. As we all know, nothing is fixed immediately and most interventions take at least six weeks to see results. So buckle up and meet "Ms. L’s Boys Club"!
Pictures and tape mark the parameters of meeting spots as part of a behavior intervention plan.