Mr. Fowler's Efforts To Promote Self-Awareness

How and why does Eric change in An Inspector Calls? ‘It’s what happened to the girl and what we all did that matters’. In this essay, I am going to discuss how various characters influenced how and why Eric changed over the course of J.B. Priestley’s ‘An Inspector Calls’. He

Encouraging Appropriate Behavior Case Study 2                                     Case Study 3    Education 304­ B07    Daisy Carvin    Liberty University                                  Carvin 1  Encouraging Appropriate Behavior Case Study 2 Carvin 2      ABSTRACT  Many teachers are faced with the difficult task of managing their student’s behavior. Even if we  have developed the best, most effective classroom management plan we can think of, there will always  be a few students who act out or disrupt the flow of learning. This is no different for Ms. Anderson. She  is a 5th­grade teacher, who in their second semester together, has run into a disruption problem  involving two of her students, Patrick and Zach. Ms. Anderson’s class has only 25 students, but Zach  and Patrick’s growing number of disruptions are causing the entire class to get off task and become  more interested in their constant fighting than learning.    According to Ms. Anderson’s observations, Zach likes to argue with Patrick, yelling (or crying)  in response to Patrick’s teasing, and is even prone to pushing Patrick if he does not get the response to  his requests or comments he desires (Curran, C., &  the IRIS Center., 2003). Patrick is the cause of  more disruptions in class, as he results to teasing Zach and other classmates by name calling and/or  making hurtful comments, calls out during class or gives unrelated/inappropriate responses if called on  during class discussions (Curran, C., &  the IRIS Center., 2003). He results to arguments if teachers  asks him to stop the teasing or stop his other undesired behavior (Curran, C., &  the IRIS Center.,  2003). Because of their disruptions, she cannot get the class to complete their assignments and little to  no instruction gets done. In order to get things back on track and diminish all of the disruptions caused  by Zach and Patrick, I will suggest several critical goals for them to focus on, as well as discuss why I  chose those particular goals using several strategies I will implement that will help encourage appropriate  behavior.   Encouraging Appropriate Behavior Case Study 2 Carvin 3      Zach and Patrick  Based on my observations of this case study, I feel that Patrick is more extroverted than Zach.  It is exhibited through his passion for sports, being the center of attention, and how he never stops  talking. Zach, on the other hand, is an introverted student, who does not like talking in class (unless  provoked by Patrick), interested in spending time with the class guinea pig than his peers, and likes to  keep to himself during independent work time.  I would create the following behavioral goals for Partick  and Zach to focus on during this semester:  Zach  ● Increase the number of reading assignments completed and participation in class  discussions and conversations by pairing him with Patrick; and   ● decrease the number of disruptions in class by incorporating activities pertaining to  animals or geometry   Patrick  ● Complete independent work quietly by pairing him with Zach; and   ● Increase interest in class discussions and minimize disruptions by utilizing interest in  storytelling  As a teacher, in these situations, I would more than likely create opportunities for the boys to  “switch roles,” or complete activities or assignments that the other student finds interesting. I feel that  because Zach is a student who is struggling in reading because of his disability, he feels he has to  counteract by responding to Patrick’s teasing. If there were opportunities in place for him to channel  Encouraging Appropriate Behavior Case Study 2 Carvin 4  that frustration and increase his reading capacity, he would not result to such disruptions and his  self­esteem in his ability to accomplish things will increase tremendously. Pairing him with Patrick would  cause them to interact on a different level and cause them to see the other’s perspective. On the flipside,  if Ms. Anderson incorporated plays and activities that were interesting to Patrick, I believe his  disruptions would decrease significantly and he would be more willing to participate in class discussions  and not just to get a rise out of the teacher or make his classmates laugh. If he had to mirror appropriate  actions during independent work time, Zach would be a perfect partner because he is always quiet. This  will likely help improve the interpersonal relationship between Patrick and Zach and help the two be  more productive in class without causing disruptions.  The strategies for encouraging appropriate behavior listed on the Star Sheets provided are   specific praise (verbal and written statements), criterion specific rewards(positive reinforcement system),  choice­making (selecting options), effective rules (general rules for the classroom), contingent  instructions (specific instructions to one individual), and group contingency (reinforcement techniques for  groups) (Curran, C., &  the IRIS Center., 2003). In this situation, I would choose choice­making and  specific praise for both Zach and Patrick, since they are both causing the disruptions and need to find  the same result when it comes to appropriate behavior. For Patrick, I would implement these particular  goals for Zach and Patrick because they both desire attention from their teacher and by simply praising  them when they complete independent work or correctly answer during class discussions will help them  in the long run to become more accustomed to exemplifying appropriate behavior. If Ms. Anderson  gives the boys the choice of managing their own behavior or the ability to choose between doing as told  and being rewarded or refusing to comply and accepting the consequences of this., I believe that would  help motivate them to do what is necessary in class and allow the learning process to thrive.  Encouraging Appropriate Behavior Case Study 2 Carvin 5  For Zach, I believe implementing the strategy of “specific praise” right away would be more  appropriate for him. Because of his learning disability, he may not feel adequate in his ability to read and  therefore causes him to act out.  He might gain confidence in his reading and schoolwork, which could  lead to his behavior improving. If a teacher implements praise. this could “function as a tool for  instruction and for increasing social and academic behaviors” (Curran, C., &  the IRIS Center., 2003).  However, in order to be effective, Zach must feel as if the attention Ms. Anderson is giving him is  motivational (Curran, C., &  the IRIS Center., 2003). The type of specific praise Ms. Anderson could  give to Zach that is most powerful and appropriate is “nonjudgmental; specific and descriptive;  contingent and immediate; and   sincere” (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003). Based on research, Zach  may need “to experience success and it is up to his teacher to ensure that he receives some form of  sincere and accurate praise or recognition” (Evertson, Emmer, & Worsham., 2003). A way for Ms.  Anderson to apply praise to Zach would be the nonjudgmental approach. Instead of grouping him with  his other 24 classmates, she could praise him on his reading alone: “Zach, I am very proud of you! You  read through that entire chapter with ease and never gave up! Great job.” Research shows  “effective praise should be individualized for students in its content and delivery” (Curran, C., &  the  IRIS Center., 2003). Any compliment towards his interests or improvement in reading will motivate  Zach to do better, and that would minimize the disruptions in class.   The way I would implement this strategy is by following steps I know would have the most  impact. First, I would assign a reading activity or assignment that is appropriate and peaks his interest.  For example, a reading assignment on animals (guinea pigs) may give Zach excitement about completing  the reading assignment. Then, after Zach leaves for his daily 30 minutes resource room support, I would  Encouraging Appropriate Behavior Case Study 2 Carvin 6  have the class do the same. After he returns, we would discuss the assignment by having several  students read various paragraphs aloud and then discussing them. I would have Zach and Patrick read  aloud to the class, alternating between the two between paragraphs and then praising them on their  reading. I believe pairing them together would help their relationship and give them a common goal.   Patrick is a student who loves to talk and feel like he is in control of his actions and behavior. A  strategy to implement with him immediately would be choice­making. The ability for students to make  choices themselves could be used to “prevent behavior problems and increase specific behaviors”  (Curran, C., &  the IRIS Center., 2003). Research agrees that if Ms. Anderson allows Patrick the  ability to chose what transpires during daily activities or routines, this would “enhance positive  interactions between teachers and students (Jolivette, Stichter & McCormick, 2002), and enhance  student task compliance and decreases student resistance as well (Kauffman, Mostert, Trent, &  Hallahan, 2002; Pacchiano, 2000). Researchers believe that “offering choices will provide Patrick with  decision­making opportunities that will give him predictability (Jolivette et al., 2002), because for  students like him with behavioral needs, it is only a result of their misbehaviors” (Van Acker, Grant &  Henry, 1996). However, it may not be ideal for Ms. Anderson to allow Patrick to make choices that  are not “conducive to her teaching style and classroom environment or that will disrupt learning in the  classroom (Curran, C., &  the IRIS Center., 2003).   In order to accomplish this, she must learn as much as possible about Patrick’s learning  preferences, likes, and interests (Curran, C., &  the IRIS Center., 2003). Options she could provide  include “materials and media, seating and grouping, subjects/instruction, or scheduling” (Curran, C., &  the IRIS Center., 2003). Patrick could decide what type of materials are to be used or which media  outlet to use, where he seats and with whom, what subject or learning preference he prefers, or the  Encouraging Appropriate Behavior Case Study 2 Carvin 7  order of activities and assignments (Curran, C., &  the IRIS Center., 2003). Giving him the choice  between these options will help him because he enjoys being the center of attention and this will give him  the responsibility he needs to manage how he acts in the classroom or interact with his classmates.   If I was Patrick’s teacher, I would accomplish this by starting the week off by informing him of  the choice he will be making. I would ask in which area would he feel comfortable choosing and  implementing his choice into my instruction the next day. I would then ask Patrick to help me with my  instruction to help him and the class. A way I would show this by giving Patrick the option to display his  understanding through an oral presentation instead of a written assignment. By centering him in front of  the class and giving him some responsibility. I feel this would benefit the class and Patrick because he  would feel excitement and enthusiasm towards his classroom and learning, while also keeping the class  on task and allowing them to learn, without focusing on the disruptions. In the end, his behavior and  attitude towards receiving an education would increase while his need for disruptions would become  miniscule or obsolete.   However, with implementing any lesson plan, classroom management plan, or strategy for  encouraging appropriate behavior, there will be cause for concern. In Zach’s case, if Ms. Anderson  spends half of the semester overpraising everything he does, this may cause animosity between Zach  and his classmates or may cause his self­esteem to plummet, especially if it is applied towards things he  already enjoys doing. It could cause him to rely on the teacher praising him for everything or could lose  its effect. When it comes to Patrick, allowing him the option of choice­making too often could cause him  to become overly confident and continue to disrupt class or lose its appeal to motivate him to continue  behaving appropriately. He may try to pressure his teacher into adding in additional options that are  irrelevant to the instruction or her teaching style. It may be difficult for any teacher to find the proper  Encouraging Appropriate Behavior Case Study 2 Carvin 8  balance between praising Zach and giving Patrick choice­making decisions, but the more we alter the  way we implement these strategies, the more likely they will have an effect on the students and improve  their behavior.                                         Encouraging Appropriate Behavior Case Study 2 Carvin 9    References:   Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.  Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved on  October 09, 2014 from http://iris.peabody.vanderbilt.edu/case_studies/  ICS­005.pdf  Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally  appropriate early childhood classrooms. Childhood Education, 76, 194–203.  Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for  elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.  Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices­Improving  behavior­Engaging in learning. Teaching Exceptional Children, 34, 24­30.  Kauffman, J. M., Mostert, M, P., Trent, S. C., & Hallahan, D. P. (2002). Managing classroom  behavior: A reflective case­based approach (3rd ed.). Boston, MA: Allyn and Bacon.  Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function  for risk for aggression. Education and Treatment of Children, 19, 316­334.      

While the I.E.P was in progress child A informed me that he finds it very difficult to communicate with other pupils this is due to him having special educational needs. Child A finds it difficult to communicate due to him feeling like other people are treating him differently because of his condition, all he wants is to feel ‘normal’ like every other child. To help child A develop his social and communicational needs in the future we will arrange ‘friendships groups’. These will be introduced at the beginning of the new school term in order to help child A improve his social interaction skills by letting him meet new friends. In year 1 child A is well known and liked but he feel his peers are treating him differently due to his peers knowing

Jessica Hische - American letterer and type designer The wayback-background begins with two very understanding and supportive non-artsy parents that stocked their house full of every pencil, marker, and paint set imaginable. Jessica grew up knowing she wanted to do something art related for a living but had no idea what graphic design was until Sophomore year of college. She took an intro course and was hooked. Design was satisfying in a completely different way than fine art—everything was like a puzzle you had to solve. As a nineteen-year-old from Nowheresville, Pennsylvania who lived a relatively charmed existence, she didn’t feel like she had much to “express” yet. Being able to think and execute artwork on the behalf of others—to address their needs rather than her own—was a giant “Eureka!” moment.

Throughout my senior block experience, I have been in three different classrooms, with many different students. Each student possessed unique qualities that have taught me better communication skills and relationship building. Three specific students were John, Jacob, and Justin (for the confidentiality of the students, I have changed their names).

Eric moved to Bellport, Long Island because his family was abandoned by his dad. Since he moved he also had to change school. One day at his school when he was shooting some baskets a kid that looked like he had blood on his face rushed by. He sensed something bad about that because on the first day of school he saw the same kid being bullied and then he realised that the kid was being picked on repeatedly. He also found out that kid’s name was David Hallenbeck.

In the beginning of this chapter I realized that Eric and Merle wouldn’t have the kind of relationship they did in the first part. I thought it was a little strange how they had this love connection in one, while in this part they were mother and son. They were not even the main characters which I found was super odd. It took place on an archeologist digging site, and a few parts took place around the site. This leads me to my point, Eric’s relationship to the setting. Eric was a man who didn’t say much but would always watch the archaeologists dig. “Edward suspectes there is something wrong with him. He never speaks, through his lips are slightly parted much of the time, as if he is about to.” (Sedgwick 60.) The setting impacted Eric because he found the bomb in the dig site

Her days consisting of sleeping, eating, and artistic pursuits, Sue became obsessed with preparing herself, so when that day arrived she would be ready to create her masterpiece. “You’ve progressed from bedridden to nearly sprinting around the studio in only a few days, you may need to slow down or I won’t be able to keep up!” Johnsy laughingly said. “Art isn’t made, it’s found deep in the far corners of the closets of our minds, right now I don’t even have the key to my closet!" Sue said, whilst simultaneously drawing light and shadow studies on her paper, no sign of slowing for an instant. “Alright, well let me know if you need a lantern, surely you cannot find your masterpiece in the dark.” Johnsy said, laughing and shaking her head as she walked

There are a couple of limitations that are effecting the students over all learning in Ms. Lister’s classroom. The students have showed that they are not motivated or engaged when given a task to complete. Therefore, Ms. Lister needs to figure out different tactics to motivate her students. Ms. Lister should attempt to implement a variety of options to her student so they feel they have a choice in what they do and how they learn. Other methods that could be combined is attempting a positive feeling tone and recognizing accomplishments, giving encouragements and believing in the students. Her students crave to be recognized for their accomplishments and thrive on positive talk. By their teacher expressing the importance to their accomplishments

What are the Child’s Strengths? Be specific with examples. Cassandra, the student I have been observing, demonstrated interpersonal (social) and intrapersonal skills and academic strengths. First, I recognize one of Cassandra’s social strengths was her ability to follow teacher directions. I observed three instances in which Cassandra demonstrated the ability to follow directions compared to her peers. For example, I notice students at three workstations ignoring the teacher directions to clean up. The teacher requested the class to clean up their workstation at least four times within 10 minutes. Cassandra was one of the first students to have cleaned her Lego math activity. A second strength was Cassandra’s ability to help others. After clearing her own workstation, Cassandra helped other students with their cleaning. Indeed, she was able to help two other groups with cleaning up without being asked. A final social strength demonstrated by Cassandra was her interpersonal skills. While working with three other students, I witness Cassandra share materials and ideas without conflict. From my previous experience working with elementary students, I understand that children in Cassandra’s age have a difficult time working with peers. Cassandra, I found, worked well with other students. In one instance she shared her Lego home with those of another classmate at the table to make it bigger.

III. Assessment Notes: During my second observation, Ethan exhibited self esteem (Maslow’s Hierarchy of Needs) when he was praised for being the best clean up helper and then receiving his sticker first. By gaining this achievement it was shown in his actions that he received a confidence boost. Ethan also showed belongingness, as he helped the teacher aide during clean up. With helping her, laughing with her, and socializing with her, proves he is willing to share himself with her. I also observed how Ethan’s microsystem (Bronfenbrenner’s Ecological System Theory) which shows that his temperament is very introverted. The most that Ethan would have with his interactions were with adults (social emotional development). Along with social emotional

Classroom Sociogram and Narrative I observed a lesson for my Classroom Sociogram from 12:10 P.M. to 12:40 P.M. on February 24, 2017. My class consists of forty-eight kindergarten students. It is a co-teaching classroom, so there are two teachers. During this time frame, the class is divided based on ability.

Socially Eleanor is a very social child and is comfortable with talking and interacting with any adult or child that comes into the classroom. My goal for Eleanor socially is for her to continue using her problem solving skills. I have observed Eleanor on few occasions problem solving with other children without the support of teacher. in some occasions she still needs that support from teachers. I will support her development of problem solving skills by talking with her about how she did a great job problem solving. As well as reminding her to use her words and problems solve by saying

There are several goals that we have for Joel to improve on his social skills. One objective that we have for Joel is to reduce passive aggressive behaviors toward others. This would include specific examples such as rolling his eyes when a student says a wrong answer as this may lead to further ostracism and increased likelihood of being bullied. Furthermore, another social orientated objective relates to him being less withdrawn and shy. By taking chances and making himself more vulnerable, is will allow him to be less tense with his peers. This in turn, will result in more socializing between Joel and his peers.

Stranger Paper Playing the role of a Psychologist and trying to study a subject is not quite that easy. Trying to watch them without catching their attention can be quite hard, or even a glimpse of them in the crowded hallways. The subjects behavior, physical appearance and spoken words were documented. After observing the stranger for three weeks and collecting data under the radar it seems he is rather a mysterious person.