Cheyanne's Behavior

Mrs. Smith reported that the first three weeks of school had gone by with no major trouble. According to Mrs. Smith, she modify assignments and had a positive outlook for every little incident Derrick would create. Conversely, the follow days, Derrick had brought a

This test is good for this case because the observer can see and analyze Norman’s behavior in school. This observation may reveal why he behaves in such manners in school and how that impacts his grades

|The duration of this behavior is exhibited daily in 3 out of 6 class periods. |

The experiment started when Karen Lott, the principal of Brennan-Rogers, chose to extend the school day by an hour and 25 minutes. Her reason, she wanted to close the gap between her low performing school and the neighboring high performing schools. The result, Brennan-Rogers School had exhausted teachers and students and the same test results. The question that begged for an answer was why would a principal extend a school day to bring up test scores? In 2010 the Katherine Brennan School merged with other neighboring schools due to federal funding. This merge brought together a low income school with high income schools. The result was devastating for the children. Student behavior was out of control, a student set another student’s hair on fire (Bailey, 2014). Behavior was determined as the cause of low test scores. Only 12 percent of third graders met state reading goals compared to the 57 percent met by the district.

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

The child reported that he is a B student, he indicated at times he enthusiastic about going to school and at other times he does not want to attend. James reported that he does go to school late. He indicated that there are no subjects that are difficult for him. James stated that he has friends in school. He indicated that he does not get involved in physical confrontations in school.

Was each child’s performance typical of a child his/her age? Why or why not? Compare to developmental milestones, standards, grade expectations.

Antwone’s foster mother had a momentous influence on Antwone. Antwone was violent towards him and may have taught him to be aggressive. However, there are some instances that a model does not always have an impact on an individual in every area of his or her life (Schultz & Schultz, 2013). For instance,

Regene was a thirteen-year-old, Form one student who had reading and math skills one to two years below grade level. She was failing every subject. Her teachers described her as disruptive and oppositional in the class. She struggles to pay attention during structured and unstructured activities. At home, Regene was rebellious. Her mother had abandoned her virtually from birth. Her father, overwhelmed by his business, relapsed into drug and alcohol abuse. He was frequently drunk and around Regene when he was moody and volatile. She refused to obey his curfews, going to bed late at night and failing to rise for school in the morning. When she fails her exams, her parents yelled at her, “You’re just lazy and dumb, Regene. You will never get a

The movie “Mean Girls”, featuring Lindsay Lohan and Tina Fey, is a comedic film about a girl in high school who has to deal with all the problems, pressures, and choices of growing up in American society in comparison to that of being homeschooled in Africa. This motion picture was the perfect platform for showcasing various types of behavioral psychology. When Cady first moves from Africa to attend a public school she is a nice, innocent, respectful teenage girl. Her behavior quickly changes and these alterations can be explained through both the Freudian and Behaviorist perspectives.

Mrs. Cirrincione has a structured morning routine. After welcoming the students, she takes attendance while the students read, sharpen pencils, and exchange books. ELA is first. While students are working silently on spelling, Mrs. Cirrincione walks around the room connecting with each student. Overall throughout the day, I noticed Mrs. Cirrincione was very engaged, never sitting at her desk unless she was conferring with a student one-on-one. Dr. Cornell, the

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

    Susan and Brad, both sophomores in the public school system were enrolled in phy ed class. Susan was an exceptional student in all her other classes. She completed homework on time, never missed an assignment, and put in a lot of effort. However, since Susan studied a lot, she didn’t have much time for physical activity, and obesity runs in her family. In addition, she received a C in phy ed class even though she attended every class. Brad, on the other hand, is failing all his other classes, rarely completes assignments on time and doesn’t give much effort to school work. He spends all his free time playing sports and working out. Nevertheless, he received an A in phy ed class. This example shows how

The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive in the morning and the last to leave in the afternoon. I will focus on the social and emotional development of this child who, from now onwards, will be referred to as C.

Through observation from counsellor, Mary was lower in confident and rely to others during the class. Mary easily think that she have no ability in completing her homework, and hoping a teacher stay next to her and to teach her how to do it. However, she can finish on her own and have the ability to finish it, when the teacher walk away she started crying and grasping the teacher back. The teacher reported that Mary have no confident on her work. And this is the first year Mary transit from half day class to full day class. Mrs. Ng stated that she hope to improve social and behavioral skill, and hope to know more about the strength and weakness of