Quadir's Response To The Classroom

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, sadness, anger, frustration, embarrassment, anxiety, guilt and shame. Quadir completed the worksheet. Quadir stated, heart rate increase, voice get loud, crying shaking and sweating. Quadir completed the worksheet. Quadir stated, yelling, the other persons’ reaction to him, facial expression, and not hearing what the other person saying. Quadir stated he can use coping strategies, walk away, talking to someone of how he is feeling. Quadir stated, on the paly ground, at school road rage, disagreement with opinions, and in the work place. Quadir stated, anger, frustration, fear, joy, shame and love. Quadir stated, influence other, motivate

Behavior: Reyna behavior has improved from the initial date of placement. Youth became very proud when achieving her goals. Reyna completed his goals of complying with rules of the home and school on a daily basis, express her frustrations in an appropriate manner and have bi-weekly visits with bio-family. Youth learned various ways to cope and express her feelings at individual therapy and SAFY clinicians.

Jahafraka responded well to the intervention. Jahafraka continues to make progress towards his goals. Jahafraka stated, being hit, being punished, yelling, being singled out, being ignored, and being disappointed. Jahafraka stated, yelling, using profanity, throwing things, and refusing to do something. Jahafraka stated that he is trying to use coping skills to deal with anger situation at school. Jahafraka stated, not being treated fairly, being singled out, thing are not right and he should not let things go. Jahafraka completed the worksheet. Jahafraka stated, talking about his mom, calling him stupid, criticizing him, make rude comments and teasing him. Jahafraka stated, yelling, arguing and being non-compliant. Jahafraka stated, not being

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Quadir responded well to the intervention Quadir continues to make progress toward his goals. Quadir stated, being threated, being hit, being yelled at and being punished. Quadir stated, avoiding the situation, having calming self-talk, tell someone about the situation and walking away. Quadir stated, harming others, harming self, wishing bad on the person, and hitting the person. Quadir stated, yelling, talking back, arguing, using profanity, making threats, fighting and throwing things. Quadir stated, fear, shame, rejection, and failure. Quadir responded yes, if he feels threatened. Quadir stated, able to get his anger out, feeling of control, and being able to express his feelings. Quadir stated, at least two times a week. Quadir stated,

William responded well to the intervention. William continues to make progress towards his goals. William stated, with his peers over a stupid game, and with his sibling, over using his belonging without asking. William stated that his mom intervene before the conflict between him and his brother escalated. William completed the conflict assessment worksheet. William stated that when he respond to conflict it usually escalates. William stated, yelling fighting using profanity making threats, running away and destroying things. William completed the worksheet. William stated, disagreement with his parent, siblings, being treated like a kid, being punish and losing privileges. William stated sometimes. William stated by fighting, ignoring it

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, talking back to an adult, using profanity, calling people names, being prejudice, disrespecting others, and destroying things when upset. Quadir stated, he does not have control of his behavior when he gets upset. Quadir stated that he thinks about what he did after the situation, and sometime he feels sorry for his behavior. Quadir stated, a few weeks ago when his mom called him gay. Quadir stated, being called gay hurt his feelings. Quadir stated, yelling, kicking, hitting, does things to get attentions from his mother, throwing things, talking in class, getting up and leaving class, and putting his head down in class. Quadir responded no. Quadir stated, getting along with others, making better choices, and control behavior. Quadir stated, talking back, fighting, being abusive, and yelling. Quadir completed the worksheet. Quadir stated, that a student at his school is teasing him, and he complaint to the teacher. Quadir stated, that he feels like fighting the student, but he made the decision to informed the teacher.

The most impactful lesson I have learned from watching, “A Classroom Divided” was that it is exceedingly easy for people to talk about what they think racism and discrimination is, but it is very difficult to fully understand and appreciate the depth of what those terms really mean without experiencing it. To an extent, talking can help. Knowledge is spread through discussion and being informed. However, one of the greatest teachers in life is experience. I think Jane Elliot created an efficient experience that can teach people the effects and consequences of discrimination, prejudice, and bigotry.

Nasir responded well to the intervention. Nasir is making progress towards his goals. Nasir stated that he is journaling his feelings when he gets upset at his mom or brothers. Nasir stated that he is using coping skills to deal with how he responds to anger situations at home. Nasir stated, losing privileges, not be able to hang out with his friends, cell phone being taken away and being hit. Nasir stated, he reacted violent and abusive to his mom when she yelled at him for cleaning his room. Nasir stated that he throws things, made negative remarks, used profanity and got in his mother face. Nasir stated that he wanted to hit his mom but his older brother intervened and stop him. Nasir stated, use profanity, make treats, yells screams,

Since last review Juwan has had several incident of aggressive behavior in the home. Jawana stated that he could not control the way in which he responded to the situations, however has apologized to his mom for his behavior outbursts at home and has regretted his behavior towards his mom. Juwan stated that he react impulsively and forget to use coping skills and techniques. Juwan was able to explain during sessions, how he could have handle conflict situations in a better way. Per mom, Juwan has difficult being compliant with the house rules and following through with task when give. Per mom, Juwan wants to do whatever he wants, and do not want to be corrected or repirmanded for his behavior. Per mom, Juwan is refusing to go to school on a

Juwan responded well to the intervention. Juwan is making progress towards his goals. Juwan stated, being yelled at, embarrassment, being hit, being call names, being teased, being provoked, being disappointment, being treated unfairly and privileges taken away. Juwan completed the worksheet. Juwan rated his frustration level at 8 and his anxiety level a 5. Juwan stated, walk away, using calming techniques, asking for time out, asking someone else to help with the situation and resolving the situation in a calming manner. Juwan completed the worksheet. Juwan stated that he get angry at home a lot because his older brother provoke him and his mom treats him unfairly, by making him do most of the chores at home. Juwan stated that every time he

P: Jer'Quaren will identify and eliminate the pattern of acting out, disruptive, and negative attention-seeking behaviors when facing difficulty or frustration in learning. He will bring academic performance up to the expected level of intellectual or academic functioning.

Quadir responded well to the acuity. Quadir continues to make progress towards his goals. Quadir stated, fighting, hitting throwing things at someone, saying bad words, belittling someone and saying mean thing that hurts a person feelings. Quadir stated that he was violent toward his peer, when the person hit him first. Quadir stated that he get abusive toward other when he feel threatened, or the person say something demining towards him. Quadir stated that he is sometime abusive towards his mom, but he does not mean the things he says to her. Quadir stated, being threatened, being hit first, feeing afraid, being teased or provoked. Quadir stated, that sometime he make threats when he is upset and her does not mean the treats he make. Quadir

Quadir responded well to intervention. Quadir continues to make progress towards his goals. Quadir stated, no. Quadir stated, his behavior, his thoughts, and his feelings. Quadir stated, anger, frustration, fear hurt and upset. Quadir stated, by behaving in an appropriate way, for example waiting his turn to use something, not yell and screaming about something, not saying mean thing to people, not using profanity. Quadir stated, like power, confidence, and proud. Quadir stated, he felt sad , when his mother told him she will not get him any Christmas gift because of his behavior, being pushed by his teacher, and not being able to explain himself, when his mom say negative thing about gay people. Quadir stated, he felt uncomfortable, when the

After Aron had enlisted in the Army after discovering his mother was a prostitute, his brother Cal went to go talk to Aron’s best friend and girlfriend Abra. Abra once loved Aron, but is explaining to Cal in this scene why she fell out of love with him before he left for the Army. Abra refers to Aron’s inability to deal with changes or flexibility in his life. Abra wants somebody, like Cal, who can embody the ideas of “timshel” and break free from the single story of their life. This contributes to an overarching theme in the book of trying to live for the moment and not the future or the past. The happiest people in this book were those who lived for the present, like Sam Hamilton on his farm, and the most unhappy were those who focused on