Jill's Behavior

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

The issues in this case study involve Melinda Smith, a veteran special education teacher, Derrick Yate, a student with behavioral disorder, Greg, the school principal, Barba Cole, the school social worker, Mrs. Yates, Derrick’s mom and Mr. Douglas, a general education teacher. Besides being a student with behavioral disorder, Derrick was low achieving and had developed a notorious reputation around school. According to Karen, one of the fifth-grade teachers, “Derrick has terrorized everyone”. Despites all the putdowns on Derrick, Mrs. Smith decides to take on the challenge to straighten his behavior.

Bartels, Eric. “My Problem with Her Anger.” Writing and Reading Across the Curriculum. 10th ed. Eds. Laurence Behrens and Leonard Rosen. New York: Pearson Longman, 2008. 328-333. Print.

Barbara has “3 R’s of Discipline” which include restitution meaning, fixing what the student did and/or repairing the damage. Resolution, identifying and correcting whatever caused misbehavior so it won’t happen again. Finally, reconciliation by healing the relationships hurt by people by the misbehavior. These three steps of discipline known as the “3 R's of Discipline” help the student eventually regulate their own behavior and become inner disciplined.

In the case study, Sara had several issues with social interaction. Sara prefers to read and write her books alone. She doesn’t understand the use of figurative language, and she struggles with recognizing which behaviors will be

I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to

Fred was irritated by the teacher and requested for Josh to change schools where he would have a chess class. If he changes schools he would benefit from playing more chess but he won’t be able to see his friends as much, because his weekends are usually filled with chess too. Josh wasn’t enthused by the change because he loved hanging out with his friends and moving schools would make that less likely. This situation falls as an unintended punishment because Fred sees this as a reinforcement to play chess but Josh sees it as his friends are getting taken away.

Another positive punishment observed on with 5th-grade general education class where a rude student is made to write an apology; the letter must

Aside from punishment for the entire class; an educator can establish positive reinforcement to encourage the more appropriate behavior. It can be proven that punishment only teaches a student what not to do, but without a reinforcement; the student will only be made aware of the negative behaviors he/she is exuding instead of what is also expected of them. One technique a teacher can use is shaping; when the final response is clearly identified and is begun by reinforcing any behavior that approximates a step towards the final response, no matter how remote. In the case of Billy, an educator should initially define expectations in detail; explain to the students what is to be expected of them while an educator is teaching a lesson and post classroom expectations up on the walls or go a step further and model the expectations. Because the students in this scenario are in elementary school, it is conducive to provide concise instructions about appropriate behavior and have the students practice; allowing them to fully understand what is accepted as appropriate behavior. Furthermore, the teacher should complement Billy when he is behaving in a positive manner such as, sitting quietly or paying attention to the lesson. Granted, Billy will still strive for the attention; this strategy

Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).

Childhood is the most sensitive period of human development. A well-structured academic enabling environment allows children to flourish, learning 15-20 new words every week all while adapting to and learning specific motor functions of all sorts. The correct environment carries an extremely important role and promotes learning under the proper circumstances, however a poor learning environment with constant conflict and poor role models can actually inhibit or slow the growth of a child. By no means does the perfect learning scenario exist, but psychologist can often identify a scenario where parents and/or guardians foster a variety of developmental issues from a psychological, physical, and mental perspective. The authoritative figure's unique and condescending style of teaching the girl in "Girl" by Jamaica Kincaid, directly leads to harsh social and developmental consequences short term, with diminished long term social and developmental effects including troubled relationships, attachment issues, and a poor understanding of basic social scenarios.

Jill & Jessa: Counting On This is a heartwarming show involving two sisters, who are part of an extremely large clan. Jill and Jessa Counting On is a direct spin-off, of Nineteen Kids and Counting. While initially focusing on the whole family and its entirety, this show revolves primarily around the lives of the of the fourth and fifth siblings of the enormous Duggar family.

In the case study, Crying and Marching, Zack Will is a fourth grader boy who seemed to cry for at least 30 minutes every day in different school settings (e.g. cafeteria, classroom, hallway, and music class). According to the information provided in this case, the school guidance counselor, Ms. Ellis, mentioned how Zack’s mother provided information about some difficulties that she was also having with him. Apparently, Jack’s father had moved out, and the mother’s new boyfriend moved in, causing some issues and misbehavior on Zach’s part (p. 56). The school principal, Mrs. Debaliviere, had decided to implement an intervention plan that had been proven to be effective with another student in the past. The principal had assumed that Zack’s crying behavior occurred only to obtain teacher attention. Based on this, Principal Debaliviere had told all teachers to bring Zack to the office as soon as he exhibited the behavior, where he was going to be put in a time-out chair in a corner.

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?".

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.