Sally As A Happy And Well-Adjusted Fourth Grader

Rachel has several unwanted behaviors that need guidance on how to change o modified in her science class. From the case study, it's notable that Rachel rarely pays attention as she dedicates most of her time talking to her classmates. Moreover, she doesn’t follow teachers orders on how questions should be answered in the class in that she bursts with her answers. To add on to her behavior, she lacks the basic

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

While our learner is typically attentive and focused in class, works well with others, and is also a generally good student and athlete, his grades do suffer from the aforementioned difficulties he is experiencing in school. Due to this, we took different approaches and applied multiple concepts to try and help our learner with his

A challenge arises when attempting to meet Marta’s needs and student needs. Making sure that when focusing on the student, it does not distract the attention or alter the learning environment of the classroom. We need to see the cause of the student’s hyperactive levels so we can prevent the effects of them. Mentioned earlier, attention deficit disorder may be common in hyperactive students as the clearest thing to see is their attention being directed elsewhere besides school work. Since this is not a known fact, we focus on other potential causes such as the difficulty of given assignment, clear directions (which often times is the case), stress, or even if the student is in need of certain materials for the assignment to be completed. All of these factors are potential takes and can be easily addressed. Once Mary, the Speech Language Pathologist, can see improvement on her speech and reading comprehension, there will be a difference in how she reacts to her peers and will demonstrate a connection being made to her peers. Mary focuses on her disadvantages to turn them into blessings so that when next year comes, improvement will be shown and the parent is satisfied that the team is putting effort into helping the child grow. Now Marta will beg to go to school since she will be on par with her peers not in a matter of days or

For instance, if a student is slow-to-warm-up they will display inactivity and require additional time when adapting to a situation (Shaffer et al., 2010, p.445). By understanding this behavior, teachers can structure activities that coincide with these traits and provide the best learning environment possible. In the classroom, teachers are exposed to a variety of temperaments and by understanding the behaviors of their students they can adapt their teaching styles, solve conflicts between students and most importantly be effective

Sandra also struggles with the fact that her favorite activities she likes to play with the children are quiet games, reading books, and sensory games, but Taylor doesn’t seem to enjoy any of the activities that Mrs. Sandra likes to bring out for the children in the morning and this is when Taylor’s unpredictable behavior starts. After observing Taylor’s behavior patterns for several weeks, I have noticed little change in Taylor’s behaviors. Mrs. Sandra is unsatisfied with Taylor’s unpredictable behavior. Taylor’s unpredictable behavior patterns as well as her constant need for physical activity and her irrational reactions morning activities are making it difficult for other children to cooperate and learn. Mrs. Sandra decided to meet with Taylor’s family. Mrs. Sandra has several decades of experience working with young children, and attributes Taylor’s lack of unpredictable behavior to her recent enrollment and need to get used to the classroom setting because Taylor’s behavior as gone too far Mrs. Sandra decided to have a conference meeting with Taylor’s parents and they both agreed. Mrs. Sandra has learned that when Taylor is at home they don’t have any difficulty with the issues that Mrs. Sandra has presented to

Based on observations through note-taking/making, C.G. interacts only with the female students in the classroom, with the exception of one male student. When asked if she would prefer to work with groups or alone, C.G. states. “I would rather work in groups.” Socially, C.G. is at the typical developmental range for a third grader. Emotionally, C.G. shows her emotions in class. When “punishment” is directed towards her in class, she feels discouraged, and according to her family survey, C.G. is motivated by, “encouragement and feeling accomplished.” Physically, C.G. is not very physically active while at school, however, in her student interview when asked what she likes to do she said she loves to swim. C.G.’s fine motor skills are

In terms of social communication impairments, student A was unsocial and had formed very few relationships and friendships. He refused to work in groups and would have a breakdown when asked to do so. During recess, he was often seen alone or sitting near his para. Student B, on the other hand, enjoyed group work and was much more social. Student B had many friends and was observed playing with many students on the playground during recess. Student B was not assigned a one-on-one

The antecedents to Jill’s behavior of running out of the classroom include having to interact with a child she does not get along with during reading group sessions. Ms. Jones indicated that Jill’s behavior tends to occur shortly after she asks the class to transition into their reading groups. Although having a reading deficit may also be an antecedent, there was no direct indication of this being the case.

Poor behaviour which results in exclusion, is often linked to disaffection, social difficulties, poor self esteem. An inability to access the education on offer, due to unaddressed needs and lack of support, can have a detrimental affect on behaviour as the child or young person loses interest with learning, becomes frustrated and isolated. Interventions which build self esteem, social skills and academic performance should nurture and motivate pupils to be more engaged with their education and behave more appropriately, avoiding

As a 7 year old female child, Anna’s worldview is still unique as she is transitioning from early childhood to middle childhood. According to Erikson’s psychosocial perspective, Anna is in the beginning of the industry versus inferiority stage (6 years-to puberty); which is when children enter school and gain competence in their academic skills and recognize they enjoy learning (King, 2013). Considering Anna is a good student and delights being in school, she is welcoming the industry versus inferiority stage in the academic sense of this stage versus the psychosocial part of it. Bearing in mind the neglectful parenting from Anna’s biological parents, it is assumed Anna may have struggled demonstrating personal power during the initiative versus guilt phase as she demonstrates her shyness and is reserved in large group settings. This assumption also aligns the reasoning why Anna is below average in her social, language and emotional development. The initiative versus guilt phase is when a child learns what kind of behaviors pleases adults/peers along with learning how to read social cues and if they struggle in this stage, they will appear to be shy and withdrawn in the industry versus inferiority stage (Smith-Adcock & Pereira, 2016). Although Anna is still developing her social, language and emotional skills, her health history indicated she reached all of her developmental milestones on time. She is also on average with her physical and intellectual development as

114). Within the classroom, students often observe other’s behaviors and are able to distinguish between the correct and not so correct ways to behave in the classroom. By observing there is a punishment for being disruptive, talking in class, and not completing classwork, most of the students learned that missing recess is a major consequence to that. Ormrod (2016) states that one of the general principles of the social cognitive theory, is that students often learn by watching other’s behaviors and the consequences that result in this behavior (p. 115). While Raul, Peter, and Ashley all started to become distracted by Nicole’s constant disruptive talking, they all resumed to their original behavior of quietly paying attention to class instruction. The case study did not specify if these three students did not complete their work like Nicole, it just mentioned that they all started to disruptively talk unlike

It is important to know the amount of the class time Sara is spending out-of-seat and talking to her classmates. Also, I would recommend that James uses pen or pencil to document Sara’s behavior on a data sheet. Also, he could set

Minahan, J. and N. Rappaport. (2012). The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Boston, MA: Harvard Educational Press, ISBN-10 1612501362, $29.95 paper, 256 pages.

As a teacher having one student that cause disruptions and distractions in the classroom can be a problem. This is due to the distractions that the student poses for those around them and the typical disrespect that is shown to the teacher. Behavior modification can be done for students but this process can take time, but the time it takes can also yield rewards. In this case study we will be finding ways to modify a Mark’s behavior, who is a 6th grader that poses problems within the classroom.