D761 Task Two
Proactive Approach: Choice-Making
One proactive behavior management approach I will implement is choice-making during independent work.
This strategy allows students to choose between tasks or how they complete an assignment. In my studies and
personal teaching experience, I have seen how choice-making increases motivation and focus. When students
are given choices, they feel more empowered and in control of their learning. This supports their intrinsic
motivation—the internal desire to engage in a task because it aligns with their interests and goals. Research
shows that giving students choices increases their effort and engagement during independent work (Edutopia,
2020).
As a teacher in a self-contained access classroom for students with exceptionalities, I work with a diverse group
of learners, each with very different needs. No two students in my class are alike, so proactive approaches must
be flexible and responsive. While the students described in the scenario are not my actual students, I am
drawing from my real classroom experience to guide my response. Choice-making allows me to meet students
where they are developmentally while encouraging independence and task ownership. In my district, fifth grade
is the final year of elementary school, so the students in this scenario would be preparing for middle school
environments that require more autonomy and responsibility. By embedding small choices now, I am helping
them build the skills they need to be more self-directed in their subsequent education phase.
Reinforcement Technique: Behavior Contract
The reinforcement technique I will use is the behavior contract. I prefer this individualized method over whole-
class group contingencies because it is designed around each student's unique strengths, needs, and goals.
Behavior contracts give students a clear understanding of expectations and consequences while providing
meaningful rewards. This approach emphasizes personal accountability—if students do not meet their goals, the
outcome directly affects them, not their peers.
Proactive Approach: Choice-Making
One proactive behavior management approach I will implement is choice-making during independent work.
This strategy allows students to choose between tasks or how they complete an assignment. In my studies and
personal teaching experience, I have seen how choice-making increases motivation and focus. When students
are given choices, they feel more empowered and in control of their learning. This supports their intrinsic
motivation—the internal desire to engage in a task because it aligns with their interests and goals. Research
shows that giving students choices increases their effort and engagement during independent work (Edutopia,
2020).
As a teacher in a self-contained access classroom for students with exceptionalities, I work with a diverse group
of learners, each with very different needs. No two students in my class are alike, so proactive approaches must
be flexible and responsive. While the students described in the scenario are not my actual students, I am
drawing from my real classroom experience to guide my response. Choice-making allows me to meet students
where they are developmentally while encouraging independence and task ownership. In my district, fifth grade
is the final year of elementary school, so the students in this scenario would be preparing for middle school
environments that require more autonomy and responsibility. By embedding small choices now, I am helping
them build the skills they need to be more self-directed in their subsequent education phase.
Reinforcement Technique: Behavior Contract
The reinforcement technique I will use is the behavior contract. I prefer this individualized method over whole-
class group contingencies because it is designed around each student's unique strengths, needs, and goals.
Behavior contracts give students a clear understanding of expectations and consequences while providing
meaningful rewards. This approach emphasizes personal accountability—if students do not meet their goals, the
outcome directly affects them, not their peers.
