A study of a self-monitoring intervention to increase on-task behavior and productivity

The subject of this study was an eleven year old Hispanic boy from an inner city elementary school. Subject was taught to observe his on-task behavior and rate his performance using a rubric. Intervention was conducted in a general education inclusion class consisting of six students with special needs and eleven regular education students. Inclusion model consisted of co-teaching during the mathematics class and small homogeneous grouping for Language Arts Literacy. Results of this study indicate that self-monitoring, when applied in a structured classroom with positive reinforcements, is an effective approach for students with mild disabilities to gain a better understanding of appropriate behaviors and to acknowledge their responsibility in the behavioral choices they make

‘Blurred lines’

The recent review of the national curriculum, which places Physical Education as a compulsory subject at key stages 1–4, indicates a government commitment to the subject. However, given the contested history of Physical Education’s priorities and practices, such commitment should, perhaps, be handled with care. The main strength of Physical Education lies in its ability to develop the child holistically, through a focus on the promotion of physical literacy, but more recently the emphasis has been on its ability to support academic achievement. This suggests a dualistic view of Physical Education, whereby the mind and body are separate and physicality is viewed as a subservient function to cognition. It is argued, however, that these aspects cannot be separated, as it is the holistic development rooted in monism that enables the individual to flourish both physically and intellectually. In January 2011, the Department for Education launched a review of the national curriculum, with a ‘greater emphasis on competition’. This totally ignores the notion that competition does not suit everyone and may be catastrophic for some pupils’ self-esteem, having implications for physical activity levels. This paper concludes that a number of aspects require further consideration if the true value of Physical Education is to be realised. The pedagogical implications of a curriculum underpinned by physical literacy must be debated and a consolidated approach agreed