Student I Choose For My Mini Action Research Essay

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Although, at this stage it is impossible to involve the pupil in setting the overall behaviour goals that as a school we would like him to achieve. It has been possible for me in conjunction with the pupil and class teacher to set mini daily targets and a daily reward chart that reflects this. We have involved his fondness of football as the theme and throughout the morning session he needs to achieve two footballs on the chart to get the reward of ball play outside this is then repeated in the afternoon.

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Some students need a schedule next to them, some are fine with the schedule being posted in the room for their reference. Any break systems should be done at the same time per hour or block to ensure the student is not “taking too many breaks” or “not earning them” in general. If the students know what they are working towards specifically they are able to conceptualize exactly how long they are expected to fight to focus on a task. Me I got maybe 30 words left, it is extremely difficult even as an adult. Last but certainly not least for parents and teachers we have all had the I’M NOT DONE YET battle. For that always, always, always use a timer, I use a timer in general in my classroom both for my students and my own sanity however this gives them warning time before the end of the task so they don’t feel defeated. Often it takes so long to focus that by the time you’ve dropped into the zone you’re completely lost so pulling away from it can cause intense

Remember, this is a strategy to help decrease negative behaviors by developing and fostering positive relationships. When you see an improvement in the student's behavior, indicate it on the form. If you don't see an improvement, you can extend the time with the student (continue past 10 days) until you see a change. Please remember to include some of your students who exhibit positive behavior in this process. Please don't tell the students what you are doing. Just try and keep it casual and school-appropriate. You may have to guide students if the conversation crosses over into inappropriate content. Make it a teachable moment, if possible, but redirect.

Even with the extra help, throughout some parts of his day, Andy still can’t concentrate and focus properly. Both Ms. King and Mr. Baker have noticed a change in Andy in three certain areas: his behavior inside the classroom during seemingly challenging moments, his social skills regarding him interacting and communicating healthily with his peers, and of course, his academic abilities. For example, quite often during a class read-aloud, Andy will often yell out phrases such as, “I don’t understand this book,” “where are we? I’m lost,” “this book is

Hyperactivity/short attention span – allow time to complete a task so if your student needs 2-3 movements breaks during a activity allow that it could be as simple as getting a drink, eating a snack, going for a walk, then come back to the

During my time as a special education teacher there were many students who posed challenges when it came to school, but there was one boy who was by far the worst and most challenging case I had ever experienced. The boy was diagnosed with ADHD at a young age. By the time I encountered him in high school, he had used his diagnosis as an excuse to avoid any substantial work. The problem was that at his high school his English teacher saw through his laziness and with the approval of his guardian decided to press the child for better work. I was left with the task of working with him and keeping him on task.

In my initial thought for this question I had the right idea that Ms. Begay should use assessment. Ms. Begay should first administer testing to see where the student’s weaknesses are. She should then develop curriculum based measurement to regularly check the students’ progress. She can also then use progress monitoring to help find students who may be falling behind, set goals for instruction, and make sure her instruction is effective. In order to effectively use progress monitoring she would have to use the six steps: Create and select tests, give and grade the tests, graph the results, set goals for the student, evaluate her instruction, and then communicate to those involved in the child’s education like parents or those part of

With the daily activities happening in their life, they are anxious to keep up. For some, even a simple task of getting prepared to attend class is a challenge. The anxiety is accelerated by the workload of daily assignments, projects that have to be submitted on time and finally the kid have to bring materials to school. After school, the teenager is exhausted and once they get home, there is little time to do homework and study. Students who lack proper organization and time management may become overwhelmed and fall

Intervention: Behavioural intervention using a daily report card and a points system to reinforce positive behaviours. Jeffery’s teacher reports he has trouble with organization, transitioning to new tasks, following through on instructions and remaining seating during class. To help manage Jeffery’s academic performance and before, a behavioural intervention should be designed to track and help reduce the occurrences of these classroom behaviours. A daily report card (DRC) would allow Jeffery’s teacher to provide feedback to his parents on behavioural goals.

“Mary” is a six-year-old female with no disabilities. She currently attends a private school and struggles to meet first grade academic expectations. Mary has been coming to me for tutoring since February 2016. She performs off-task behavior six times in a sixty-second-time frame. The off-task behavior consists of off-topic conversation, crawling under the table, tapping pencil on the table, and avoiding eye contact with the assignment either by staring at a wall, ceiling, table, or the adult.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)