Joey In Classroom

Joe was not attending school as he should have in the new school. The change of the curriculum in the new school was different than his old school; as a result, he would be absent from school. When it was time to turn in homework he had none to turn in due to his absences. According to Salvia, Ysseldyke, & Witmer, (2012) Adaptive behaviors are for students to stay safe and avoid danger also child should have the chance to learn the curriculum of class work. The mother or the teacher has no clue where he goes to avoid attending class. Joe’s mother asked him when he is not in school where does he go; she says Joe remains to be silent and runs to his room. When the teacher assessing Joes social-emotional and adaptive behaviors of his inappropriate behaviors. Joe states, “I hate it here in Detroit” “I hate my dad had to die and I do not understand the school work, plus none of children like me here at

Respect: The classroom environment is one were respect is a two-way street. In this classroom students respect the teacher and teacher other, while the teacher shows respect to each of the students. Any differences that students have from one another are respected and dealt will appropriately so that students feel safe and welcomed into the classroom community.

Target behavior: Michael always yells and laughs to other students when coming from the recess. Ms. Epstein always takes time attempting to get him back to his seat before starting the lesson. Ms. Epstein daily spends at least 3 minutes to gain control of Michael and to start the new lesson.

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

“Showing respect for your students includes listening to their needs and preserving their dignity. It also means living up to their expectations of you, such as greeting them at the beginning of class

Off-task behavior for Ralph is concerning to the teacher because he is interfering with others ability and his own learning. With his disrupting/inappropriate behaviors, harassment/threats/bullying, disrespect/insubordination, and swearing/inappropriate language as well as leaving the school building, Ralph was suspended and had to attend Four Oaks. Being removed from the general education class and unable to return, results in Ralph missing quality instruction. Ralph received small group instruction in a level 2/3 special education classroom for direct instruction and behavior interventions. He will also receive direct instruction of sixth grade general education material provided by the general education teachers. Ralph is one-on-one with an adult, he is progressing rapidly with the full attention he is receiving and the limited

There was a young boy in the class who has many behavioral issues, he would tend to disrupt the class, or start interfering with another student’s learning. Seeing him “as the problem child” in the class; I would assume when he was involved in confrontation with another student it was his fault right away, until I would listen to the whole story. I think this is just

Often has difficulty organizing task and activities. (Joey is often described as “off task” and having difficulty returning to school prepared with his materials, and turning his work in the right places.)

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”

By June 28, 2018, Jayden King Jr. will decrease his level of defiance (refusing to obey and follows directive of someone of authority). Jayden will decrease the number of episodes during direct instruction to less than four times per month over a three-month period. The teacher will use a behavior chart to record the number of times the targeted behavior occurs a day. Based on the number of occurrences, the child’s behavior will be rated on a scale from 0-5. Zero indicates the least amount of occurrence and five indicating the maximum number of occurrences. The replacement behavior is targeted based on the data collected from several behavioral assessments. Jayden’s continuous defiant behavior, when given a directive by an adult, has disrupted the class and affected his school work immensely. Based on the strategies and interventions that will be used to conquer the undesirable behavior, Jayden 's inappropriate behavior will lessen and eventually fade away.

Joey has been increasing on aggressive behaviors and has lashed out towards others. Joey has questioned positive relationships with foster parents and foster brothers. Joey has lashed out destroying property and pushing others away. Joey has hit “Fowler’s Stage 2: Intuitive-Projective Faith (2 to 6 years) Children take in information from their environments. They are unable to rationally think through what is spiritual, but they subscribe to what they are told.” (Rogers, P 332) this has drawn more of a barrier than a benefit due to Joey not seeking to communicate in a positive manner. Joey has stated “why do I bother no one listens to me anyways.” (J. Sanchez, personal communication, October 31, 2016) this writer probed to have Joey express

When dealing with behavior, remain calm and positive. Do not allow yourself to get in a power struggle with a student. Use system of least prompts to help the child work through the issue.

Behavior Modification Case Study Context: The student that I have chosen for my behavior modification case study is an African American male student. He is in my homeroom class. He is in the 4th grade. In the classroom, he has various seating arrangements due to his behavior issues.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their