Joey Is A Twelfth Grade Student

These are all things to look out for. When I see child Y like this i try to distract him first by talking about his chart and how well he is doing and if that does’t work I remove him from the class room and take him to the green room as he has been known to be very aggressive.

      I selected my student from one of my students that I viewed to have some of the worst behavior in the class. I am at Bond Elementary School which is an intercity school. Most of the school’s student population comes from subsidized housing (the projects). I am in a first grade class of nineteen students. While performing my duties at in Mrs. J Williams Classroom I became very eager to observe as well as work with a student by the name of Ja’Von W. Ja’Von is a six year old, I recently found out that his mother is on drugs and is being supported by his sixteen year old brother. Many of the students that I have observed in the classroom have had behavior problems and issues with their

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.

James is a second grade African-American student who attends school in an urban community he struggles with keeping his schoolwork and homework organized. His teacher reports he has problems listening to instructions in class and constantly interrupts classroom lessons. His parents and his teacher both reports he has behavior problems and has problems playing with children in his age group. His mother at first believed his behavior was typical for a boy, however she has expressed concerned with his behaviors because constantly fidgets and moves about. His mother is also concerned with his social skills because he has only two friends and she states when in public with her so, he lacks appropriate social skills, he runs about and climbs on objects such as handrails all the time. According to school records his teacher last year referred him several times to the school counselor for failure to remain in his seat and disturbing the learning environment, his 2nd grade teacher is reporting the problems. Due to his inability to stay focused and organized, James grades are fair but could be much better if he completed assignments on time and actively participated in all classroom activities. His teacher has referred James to the school counselor for help with his behavior and academics.

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.)

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

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

According to the text, Lenny was a hyperactive student whose actions were triggered by loud noises, bright lights, and games. After examining Lenny, I would implement different strategies and accommodations to decrease his hyperactivity. Acknowledging the hyperactivity of the student, I would ask for assistance to provide individual support to Lenny until his behaviors are well controlled. During difficult circumstances, due to weather condition when students spend their recess inside the gym, I would allow Lenny to walk around with supervision rather than forcing him to stay still within his group because many of the factors mentioned that trigger his behavior are exposed in that area. When reporting the incident to Lenny’s parents, I would have considered to properly introduce myself, state the positive actions Lenny has made throughout that period of time, ask parents if they had seen similar behavior at home, and then explain the incident.

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.

The scenario says that George can get out of control (although not frequently) striking out at other students and the teacher, and he throws his books and papers on the floor. George is a first grade student. George’s behavior is disruptive to the classroom environment because when he is out of control he makes the teacher lose instructional time to solve the problem. George behavior also, decreases student engagement and motivations, lower the students academically achievement and stresses the teacher and the students who wants to learn. If the behavior is not solved, he can provoke other students to behave in disruptive ways, especially in first grade the students wants to play and have fun during school time.

It takes some experience to try to prevent some situations from spiraling out of control. Sometimes it is impossible to prevent when the student is already spiraling before he gets involved in the situation. Then it becomes situation management; trying to de-escalate and move the disruption from a public area. Sometimes it can become necessary to call for backup in the form of other teachers/staff, additional administrators, or in the worst case scenario, the police. Sometimes the student is not the problem. She tries to make phone calls home to keep parents informed; they are not always appreciative of the school’s efforts. They will take out their frustrations on her over the phone, or in some cases in person when they come to school to “take care of the problem”, which they perceive as the staff and administration. She iterates that this is a worst case scenario, but each case requires her to have an abundance of patience and

SD appears to be in the Precontemplation stages of change where he is not ready to make the change. He is aware of the consequences of the negative behavior. However, I believe that he lacks self-efficacy (doubting his abilities), which derails his effort to try. The question that comes to mind is how traumatic was his experience in immigrating from Haiti to New York city, having to acclimate to the school system here in New York, experiencing culture shock and having a speech and language impediment. Is trauma impacting his school success? This has to be researched further but in the meantime the focus of the intervention is to continue to motivate SD by pointing out his strengths, allowing him to set goals and working with him to

He may act appropriately when interacting with his classmates, but his behavior changes when working on homework and in class assignments. As an assistant teacher, my duty is to help him engage in the material and assist him when he is struggling. When asked to reread passages because he cannot answer the question or returning assignments with incorrect responses, he becomes upset which turns to anger. The first phase is sadness; he becomes upset and asks why his choice isn’t correct. After a brief discussion, I acknowledge his efforts and ask him to reread the question and go back into the passage to find the answer. At this point in time, Giovanni becomes noncompliant and refuses to do any work. He draws all over his paper, tears it apart and becomes withdrawn and extremely frustrated. As a result of his inability to complete his work he punches and slaps himself. These behaviors occur at different times and are often unpredictable, for example when asked to take out assignments, start assignments and revise

Isaiah behavior is out of control. Consequently his behavior disrupts the entire learning environment. He is under the assumption that charges won’t be filed. This students comes in my classroom on a daily basis during 1st period and refuses to complete his assignments. Furthermore, Isaiah behaviors interferes with learning. This student was very disrespect to Ms. McGill. The vulgar language displayed became overwhelming and posed a safety risk to the school environment.