Observing Mary Jo's Behavior

This student may need extra support to understand the meaning of words or what is expected of them. If they are particularly bad at English you could provide things such as flash cards and labels on items to help them learn. You could also encourage some more extrovert, friendly, 'wise' students to befriend them to help with their language.

|assignments in class that are required. This behavior also causes other students to get off-task which makes it harder for classroom management. |

Some students may be homeless or living right at the poverty line. Those students may be going through twist and turns just to get to school let alone complete an assignment. Some students may be getting abused by their family members. Some students may also be caring for their own parents. These type of home situations would cause students to turn in work late.

from doing their work. You can’t get your work done and that can prevent other students

During observation of Mary’s physical actions, she displayed a greater self control and self reliance on her personal decision. Dr. Lewin covered in class was visible when Mary initiated conversation with other kids, stronger patience, fantasy play and control of emotion (Dr. Lewin, b). Mary was always with this other girl and it is clear that this girl is not Mary’s sister. Nevertheless, while Mary was with Sarah (Mary’s friend), she played with a phone and pretended to speak with the alien on the phone. Later, Mary handed off the phone to Sarah and offered solution what the alien should wear. In the end, it show Mary has developed some self concept and interaction with her about cooperation and being fair with another. What great to see is

Goal 2: Lizzie will comply with the treatment recommendations of her medical and mental health providers.

Mr. McMillan does not arrive to school on time. Teachers are expected to arrive at 7:30. He arrives between 7:45 and 8:15 on a daily basis. (This can be confirmed by looking at the time he clocks in every morning.)

Bob agreed to the schedule, however, after he finished his lunch he rushed back into the room ready to begin again. Bob stated that it was fine that he missed specials and recess for the day. During testing Bob attempted to flip the pages or return to previous test pages, so the examiner had to state that only the examiner could flip the pages. If Bob continued trying to flip the pages, the examiner rested her hand on the book so that Bob was unable to flip through the pages. Five subtests into the academic test Bob stated that he did not want to work anymore for the day. The examiner approved and stated that both parties will continue testing the following week. Once the examiner and Bob agreed the examiner walked the Bob back to the

a. Main Idea: Although the Mary Grace appears surly and contentious throughout the story, it is revealed she was on a heavenly mission to challenge Ruby Turpin’s provincialism in order to save her.

Mary appears to be an only child, born to American parents who are citizens. Mary’s father reportedly had several suicide attempts, and attempted to push Mary and her mother off a cliff in their car. Mary’s mother on the other hand, has been a stable presence in Mary’s life and struggles with “PTSD that mimics dementia.” Mary remembers that her father was seldom around and that she “was never treated as just a child.” Mary intimates that at the age of 5/6 she “didn’t want to exist” and at present views her home and place of work as “triggers.”

There is a plan to increase the probability that the decrease of disruptive outburst will be exhibited across multiple settings. The multiple settings include, while at home with grandparents, parents, guardians, or any other activities where Taylor begins to have a disruptive outburst. The implementation of more one on one time with Taylor to decrease the amount of group work will decrease disruptive outburst. Taylor's behavior when attention is away from her or during group work is inappropriate behavior such as, disruptive outbursts. To stop Taylor’s disruptive outburst, the teacher will incorporate more one on one time with Taylor. This can include, less group work, having Taylor learn the ability to ask questions. The disruptive outbursts

I apologize for any inconvenience. I have no record of receiving the sign copy from you. I also wanted to provide you with an update of Mary’s behaviors.

Mary has difficulties concentrating and keeping pace in classes. Mary is on-task 50% of the time for any given subject while her classmates are on task 75% of the time. Beginning in the winter semester until the end of the year the goal for Mary will be to increase her on-task in class performance from 50% to 80% or 5% each month. Her progress will be through random in class observations by the school psychologist during different subjects throughout the year.

Mary will learn to demonstrate increased honesty, compliance with rules, and acceptance of responsibility for her behaviors: Mary struggles with compliance of the home rules and accepting responsibility for her actions. Mary does practice increasing honesty. Mary will learn to demonstrate age-appropriate interpersonal relationships and adaptive stress management strategies: Mary is working on coping skills to increase and maintain age appropriate interpersonal relationships. Mary does not practice coping skills to reduce stress. Mary will learn and develop age appropriate independent living skills in the areas of money management, communication and daily living skills.: Mary gets very distracted when completing independent living skills. MHS

Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide