A Report On The Behavior

very hard to cope with a change, so it is important to let the child

Working in a group to achieve a high quality group project can be one of people’s most difficult school experiences. Working in a group is tough because there is often someone who does not pull their own weight. “There are five stages to group development, adjourning, forming, storming, performing, and norming” (John & Wiley pg 166). Christine’s group from the Case Study the Forgotten Group Member is in between the Storming and Norming Stages. The Storming Stage “is dealing with tensions and defining group tasks,” while the Norming Stage is dealing with high emotionality and tension among the group members” (John & Wiley pg. 166). Christine and her group could have had better

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

Learning obedience is an important part of early child development. Obedience is the main tool parents use to train their children. Through obedience your child will use things he or she needs later in adulthood that force obedience upon a child will soon create resentment within their children, which will eventually lead to rebellion.

Behavior observations: ms. Kristie Anthony was a 44-year-old married Caucasian female who presented for interview and testing in a timely manner. She reported to be 5 '6" tall weighing 310 pounds. She presented herself as one who tends to minimize greatly. This was heavily challenged with her during this interview. Testing yielded very little emotional or psychological distress except in a couple of areas. Mrs. Anthony was oriented and alert with bright mood and congruent affect. There were no gross indicators of anxiety, depression, hallucinations, delusions or thought disorder. Her speech was clear logical and goal directed. Mrs. Anthony presented as one who has good awareness and motivation to make positive changes in her life forWeight management.

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

The students ranging from high school to college are encouraged to use teamwork and problem solving skills to complete the task.

In all of the business of being a leader in and out of the school Zach stated that

In Case Study 5.1, Mrs. James not only effectively started her class with sharing her own experiences and building relationship with her students but also emphasized the importance of group work, which is in helping and learning from each other. She illustrated the following strategies and routines that supported cooperative learning: room arrangement, talk and movement procedures and individual accountability by building students’ social, explanation and sharing skills.

Mrs. L shared that he eats alone, but during recess he does have one friend he will play with basketball or soccer. Currently, his friend Daniel is the only student in the school that will play with him. Daniel attend the learning center together and both have Mrs. F as their general education teacher. Mrs. L. mentioned that at times the boys do argue with each other because they spend a long period of time together. Another area of concern Mrs. L has for Richard is his constant need to please others. Richard is an interactive student and wants his peers to welcome him when he tries to play with them. When his peers are welcoming to Richard, he tries to please them as best as he can. Richard will imitate his peers behavior or he will join along to what they are doing. His limited social interaction is a concern that Mrs. L wants Richard to continue to develop and limit bullying situations from occurring

I also agree that management has to be able to change and grow and continue to listen to any upward communication from the staff. In order to accomplish better communication, management should provide an ‘open-door’ policy and also informal meetings where employees can either feel free to go to their supervisors first with any questions or concerns and also raise issues with resources or basically anything that interferes with their job performance (Newstrom, 2014, p. 70).

Zach’s behavioral issue seems to be a direct response of Patrick bothering him. Therefore, I would first move him closer to the teacher’s desk. Then, we would immediately start with the criterion-specific rewards followed by specific praise. First, with criterion-specific rewards, they are Zach really likes to Therefore, Zach will be rewarded for the times that he responds correctly to other children bothering him. If his behavior is better when it comes to these situations, then he will be able to feed the pig. On the days that he does not respond well, he will not get to do so.

Zachariah responded well to the intervention. Zachariah continues to make progress towards his goals. Zachariah stated, being bulled, difficulty understand his school work, controlling his anger, and having to do too much chores. Zachariah stated, not being able to control how he respond to his anger. Zachariah was able to solve the problem scenarios with assistance. Zachariah required verbal assistance to complete the worksheet correctly. Zachariah stated, his mother, father, brother, teachers and friends. Zachariah stated, ask for help, ignore the problem, and study. Zachariah stated, he some time choose to ignore the problem hoping it would go away or he would ask someone else for help. Zachariah stated, wanting the other kids to like

Mrs. Holt should implement small groups when she working with Eric. She could allow Eric to be the leader in one of the groups since he is an above average student. Other students in the group would need have jobs as well in order to create system where Eric would not become too bossy. This encourages positive social interaction between Eric and his classmates.