Artifact and Reflection Form

Name: Tiffany Embry

Artifact number: 3

Title of artifact: Student Interview

Course number and name: MAT 723 Action Research

Type of artifact: Interview with student

Write a brief description of the artifact

The student interview was conducted after each student was calmed after a crisis incident. The
following questions were asked and documented. At the conclusion of the interview, I analyzed
the information given and created suggestions of interventions that were conveyed to the teacher
or personnel responsible for the student. I have provided a list of suggested interventions.

Student Questions
*This is the basic list of questions. If additional questions were asked, they were documented.
1. Tell me what happened?
2. What happened before you lost control?
3. How were you feeling?
4. How can we avoid this type of behavior?
5. What can I do to help you?
Sample interventions
1. If student seems as if they are going to lose control, walk away ~
2. Do not engage in a power struggle.
3. Give the student wait time to calm, before pushing.
4. Do not threaten a referral to the principal.
5. Stay calm, the students’ behavior is their own choice.
6. Ask the student into the hallway, do not provide an audience.

Professional and/or Learner Outcomes Represented by this Artifact

Relate this artifact to your listed professional and/or learner outcomes.

Professional Outcomes

2. The number of out-of control behavior incidents requiring SCM will decrease.
Success Criterion: Reduce students requiring SCM to 2 of 10 behavior incidents.
Planned Artifact: Data Collection Spreadsheet, SBRT forms (district forms)

The student interview allowed me to get to know the student on a personal level. With most
repeating students, I was able to use the trust gained in the first interview to keep the
student from escalating to the point of needing to be physically managed.
Learner Outcomes
1. Student who is verbally aggressive will de-escalate before teacher is required to use SCM
Success Criterion: Student will de-escalate within 3 minutes of teacher intervention. Student
will be able to participate in the behavior interview.
Planned Artifact: student interview, data collection, behavior incident logs

 From the student interviews, I was able to use the trust and understanding gained from
previous interviews to de-escalate the student. The interviews also allowed the classroom
teacher to assist the student in regaining composure so that I was not called to assist.

2. Student who is physically aggressive and requiring physical restraint will de-escalate.
Success Criterion: Student will de-escalate within 5 minutes to the use of SCM.
Success Criterion: Student will de-escalate within 5 minutes when SCM is used.
Planned Artifact: student interview, data collection, behavior incident logs

 From the student interviews, I was able to use the trust and understanding gained from
previous interviews to de-escalate the student. The interviews also allowed the classroom
teacher to assist the student in regaining composure so that I was not called to assist.

Report of Outcomes Attainment

Once I began the student interviews and started to train my colleagues, I found that I was not
called to assist. Many of the students were being de-escalated by the classroom teacher before
they reached the threshold of being out-of-control. The student interviews allowed me to
understand what the students was feeling at the time of the incident and provided the opportunity
to address the situation with the classroom teacher or JCPS personnel so that the behavior
intervention plan could address that situation and reduce the duplication of the occurrence.

Reflection on the process

• What does this artifact demonstrate as far as your learning?
 This artifact demonstrates my ability to look at a situation first objectively, then
subjectively. I first analyze the numbers, as shown from artifacts 1 and 2. Next, I
speak with the student and get a subjective view of the incident. The combination
of these things has allowed me to become more efficient in my dealings with
students who are in crisis as well as to reduce those numbers.
• What does it represent in relation to the changes you have made in your classroom?
 This artifact has made me listen to students. It required that I really hear what
they had to say. I discovered that before I was viewing what the students were
saying as excuses for their behavior. After really listening to I discovered they
just wanted to be heard.
• Describe why you chose this artifact.
 I chose this artifact because I wanted to show that I conducted my research from
multi-levels. The first two artifacts that were chosen focused solely on the data.
They left out the emotion. This artifact shows that the humanistic level to my
research. It demonstrates the positive behavior supports that were put into place.
 • Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
7. Candidates apply quality principles of leadership, including skills of effective
communication, collaboration, and motivation to shape, change, and improve the learning
community
 Denton states, “if students do not feel as if they are being threatened or
confronted in a negative manner the response from the student is more
likely to be a desirable response of de-escalation” (Denton, 2008). I
used this quote when speaking to teachers in my building about how
avoid crisis situations. This project has allowed me to use my
knowledge to help other teachers, which in turn helps all students.
• What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions
5. Teachers are members of learning communities.
 As stated above, I communicated and collaborated with other teachers in
my building to create successful behavior intervention plans for students.
These plans were possible because the student interviews allowed me to
learn what is of value to the student. It also allowed me to get inside of
the students head and learn the valuable skills necessary so that the crisis
situations can be significantly reduced.

References
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Denton, P. (2008). The Power of Words. Educational Leadership, September, 28-31.

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Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom.
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Myles, B.S., & Simpson, R.L. (1994). Prevention and management

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Reiss, S. (2005). Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific

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Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Practices,
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Swift, J.N., & Gooding, T. (1983). Interaction of wait time feedback and questioning instruction
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the negative! Teaching Exceptional Children, 24(1), 13-19.

Weiss, N., & Knoster, T. (2008, January 1). It May Be Nonaversive, but Is It a Positive
Approach? Relevant Questions to Ask throughout the Process of Behavioral
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Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press