ISS Classroom

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Confront the students based on his actions and get an explanation as well as advise this will not be tolerated.

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”

Tommy’s educational team has provided some information that will be very helpful in determining where we go next with his behaviors. The staff have specific issues with him during circle time. He is non-compliant and non-engaged during this time. It was said that Tommy has limited attention abilities and has a hard

Jack (not the student real name) is an amiable nine-year-old male, fourth-grade student, at Russian Jack Elementary. Russian Jack Elementary is a Title I school located in Anchorage and enrolls approximately 386 students. Jack lives with his maternal grandma and great grandmother who are both reportedly sickly. Due to his upbringing and the hardships he has faced in his life Jack has some social, emotional issues and have a hard time making friends. Jack has been diagnosed with an attention disorder and has a hard time staying on task. Jack did well in school while on medication for his disorder, but at this moment his family has stopped his medication. During my observation of Jack during class time, he seems to be often distracted, however, with some prompting, he will get back on task. The teacher’s aid is aware of Jack’s problem and keeps an eye on him to ensure he gets his work done. At least two days out of the week Jack will forego recess to stay in and complete unfinished classroom assignment. Currently, Jack is reading at the 3rd-grade level and is in a Tier Three Intervention Language Arts Class.

Is to confront the administrator, teachers, applied behavior analysis and the additional team members and remind them that they all have an obligation to follow guidelines. If this step didn’t correct the issue, Ms. Dougherty should take it upon herself to provide the parent with the Procedural Safeguards; as they will inform her about what a school can and cannot do regards evaluating and

The scenario describes a student who didn’t know how to regulate his behaviors and didn’t have the strategies that could help the student deescalate before it would get to the point of being aggressive and having to be restrained. The student is showing through his aggressive behavior that he doesn’t feel safe in school and could feel as if the teachers were not there to support him due to the restraining that happens. In the past when I have had experience with students having to be restrained can cause fear within them and to the people around them. When students get to the point where being restrained is the only option the student is at the point where they can’t comprehend and understand what is happening around them. Every teacher wants the point of restrain to be the last possibly action but in order for that strategies need to be implemented prior between the teacher, student, parents, administration and BCBA.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

According to staff, Darnell at times struggles to accept redirection without arguing or becoming disrespectful and experiences frequent shifts in his moods. On 4/18/18, Darnell was set back to Step 3 for his attitude and failure to comply with the program expectations after multiple teachers and staff reported to this writer of several incidents where Darnell had to be redirected for his negative attitude and disposition. This writer discussed the incidents with Darnell

Juvenile stated several other students were calling him name out loud in a disrespectful manner causing disturbance inside the classroom. Juvenile then stated he advised the Math teacher, Ms. Monroe, of this incident when she advised him that she would of handle the situation. Juvenile continue to state the other male juvenile approached him, pin him down on the desk and started hitting him. Juvenile stated the desk fell down causing him to hit his head on the floor, and the juvenile continued to hit him. He stated several other students had to come get the juvenile from off of

Jerry has a hard time focusing on his classwork. He is easily distracted and distracts his classmates from learning due to his disruptive behavior. He constantly blurts out when I’m trying to teach, and gets up out of

As much as four times a day OM gets upset and start to scream at me or his follow students if something does not go exactly the way he wanted. He often cruse at his classmate and even push or hit them if the situation escalates.

For instance, if the youngster fits to abstain from doing work, you can show them to ask for a break. On the off chance that they have a fit of rage at work time it is imperative to make them do a portion of the assignment.

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)