6th Grade Science Class Essay

The teacher walked to the front of the room with her book in hand and as she got closer to the front, Paul got lower in his seat. He knew what was coming next; it was time for the class to read the next chapter. The teacher would start reading and then call on different students to read as they moved through the chapter. This scared Paul right down to his toes. He had read in front of the class before, but it was what followed after class that worried him the most. The taunts from the other students like “retard” or “are you stupid or what?” This type of relentless teasing would continue until gym class where he could hold his own ground again. He did not have any problems in gym; class he was good at sports

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

Furthermore, stays at a friends house while his mother works from 1:00am to 5:00am. Per documentation the patient presents with mannerism of throwing his head back, laughing at inappropriate times, and throws his hands over eyes to talk. The patient presented with these behaviors during the time of assessment. According to collateral the patient reports to "Ms. Mitchell, principal at Tabernacle Elementary School, that he was going to kill himself and others." Collateral reports that patient cut himself with a broken razor from a pencil sharpener. Further, the patient reports that he is useless and that no one likes him nor does he have anyone to play video games with. The patient expresses these thoughts during the assessment. According to collateral the patient has multiple incidents with his behavior since 2013. As noted, "Some of these behaviors including pulling string out around neck from sweatshirt, smashing milk in cafeteria, kicking others students, swinging a waffle bat at another student, inappropriate language and hitting a student on the bus." The mother expresses that the patient does not see a need to go to school and wishes to stay home.

On a school day, Arthur was going to his locker and he heard laughing and stuff that was being thrown at a trash can. He saw some football players and hoped that they wouldn’t notice him while he was getting closer, but as he got near his locker he saw someone in the trash can and then made a distraction so he could help the kid get out. After that, he had to go to the principal’s office and tell them what happened. As the principal was talking to him, he got yelled at to stay away from the kid he saved. Then he and the kid became friends and didn’t tell the

According to article, “In a high-quality program, there is a focus on developing healthy and strong human relationships (p. 40). The program takes place in Condor Elementary School. They used the cafeteria to give them a snack, and make Woven Baskets for children in Protective Services. They had plenty of space to do their project, there were many tables and benches for them to openly do their work, as well as move around. They had a 12-child/2-teacher ratio, which facilitates the supervision of the children. They provided all the material (had plenty of them). They also had board games, plenty of art supplies, and books. In addition, they were provided with outdoor physical activities.

Jane was doing so well during the first half of her semester of 8th grade year that her parents decided to let her skip the rest of the semester to being 9th grade. Upon entering the 9th grade, Jane was shy and conservative. Not knowing what to expect. Her first hour teacher name was Mr. Russ. He was in his late 50’s, teaching English. He was very old-fashioned and stuck in old ways of teaching. He was very discreet and you could tell when he didn’t like you. When he first met Jane, he didn’t like her just based on her personality, and bubbliness. He instantly shut her down. One month into Mr., Russ

As I got my nerve back I asked the boy who he was. He introduced himself as Burris Ewell. He wasn’t too bright. I asked him how to spell his name. But the imbecile couldn’t. I looked up my medical book to find how to get rid of cooties, before suggesting that he was to go home and wash his hair. Burris didn’t like my suggestion that the other students might catch them. He stood up and glared at me. Only then I saw how dirty he really was. He was in dire need for a bath. There was no way he was coming into my classroom again like that.

I glanced up at the clock. It was 12:18. Mrs. Ewert exclaimed, “One or two problems guys.” My heart sunk to my toe. I had langage arts next. Mrs. Berntson was coming back to school after her son went missing. My friends say that she is seeking revenge and locking up kids. I tried not to think about it and did a math problem, I knew they were exaggerating. The bell rang and Mrs. Ewert excused the class. I slowly walked down the crowded hallway. I turned the corner and could see her crusty, burnt door. Now I could believe my friends, Mrs. Berntson has gone crazy! I looked across the hallway and could see my friend, Will. You could tell by his face that he was scared to go in.

Within seconds I had a decision to make. My heart was pounding, my conscious started to kick in, should I act or should I blend in? Everyone was laughing, it just didn’t feel right. It was like any other day at Tippin Elementary School, roaming the halls I stopped by this boy named Tommy. From a glance, he seemed timid, shy, and a bit nerdy but he was the kindest person you’d ever meet. On the opposite side of hallway walked the jocks or so-called “cool kids.” No one dared to speak up against them, it was as they were wanting everyone to fear them. All of a sudden the toughest of the group slowly walked up to where we were sitting, opened up his water bottle, and poured it all over Tommy. He slurred racist and inappropriate comments, kids all around me began to burst out into laughter.

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

There I was, a content, ignorant, obnoxious 4th grader, just returning in from our recess period. I was going along my merry way, when out of the dark depths of the hallway this middle aged, dark-haired gentleman shuffled ominously into our classroom. I thought nothing of it, as slightly creepy, somewhat elderly men were no oddity to be seen wandering about an elementary school. He snaked his way to the desk of my teacher, inquiring about my whereabouts. My classmates quickly betrayed me with a simple pointing of their

Santoro classroom. Ms. Santoro’s class was behaved when I walked in the room because they were doing their work for the lesson she was teaching. Before the math lesson, Mr. Santoro gave out their math journals, to do a worksheet on the lesson she was teaching them today. During math, she was very good at making sure all the students were involved in answering questions. She made sure that all the students had a chance to answer. Most of these problems only have one way to answer them correctly, but some students insisted that they had a different way to do it.  She used a computer and a SMART board to teach her student division. She did go over the math worksheet with the class. There was also one specific problem that the students were having trouble with.  She used the SMART board to do the problems step by step to show the students how the problem was done. Next lesson was English; Ms. Santoro gave the students laptops to do their essay they were working on the last class. I walked around and saw how they use the Microsoft Word and how they type. Some of the students sat in their desk or by the window to work on the laptop. The teacher gave students individual attention if they needed it. She made sure each student understood what they were typing about for

Timothy always worked hard but no one understands the pain he goes through. Getting bullied nonstop and getting picked on. One day he changed, nobody knew. It was if he was under a spell. He came to school with a cigarette packet and a carton of beer. His only friend asked him what happened, his reply was. " I read a magazine showing the only bad things teenage boys have done and there

I walked into the classroom and started setting down chairs and wiping down tables. Ms. Justine was getting excited pulling out the children’s shirt that they had tie died the day before. Ms. Alyssa liked the shirts. Lucy F. came in first and Ms. Justine said “Lucy F. what do you think should I give you your shirts now or later today?” Lucy F. said “I think you should give them now.” Ms. Justine gave Lucy F. and Lucy F.’s mother their shirts as they held them up and looked at them. Lucy F. said “It’s so pretty.” Chase came in and asked to see his shirt and then Manaf, Lucy B., and Assel all came in and asked to see their shirts. Mr. Scott went out and got the rest of the class including Lucas, Jason, Ryker, and Jacob. I asked Lucas what he had

Braden seated in the corner of the classroom most of the class time. During one activity he got up of his seat and joined two 6th graders boys to answer questions on a race using their iPads. His team won the race, and then he went back to his seat and stayed there while the rest of the students were moving around during the presentations and activities.