Zach's Behavioral Issue: Direct Response

He acts immature, but he can be kind and caring. He uses his humor to get attention. He tries to impress Allison, a girl in his school, with his antics since he likes her. He especially likes to make jokes in English class because he finds the class very boring. Philip works tremendously hard on things he enjoys but not on things he does not enjoy. He thinks that everyone enjoys his humor and when Miss Narwin, his English teacher, does not, he thinks that she hates him. At school, he doesn’t pay attention to what is being taught. He is lazy in his schoolwork and doesn’t study for anything. He is not confident and he tries to cover it up by not caring about school. When Philip finds out he is failing English, he doesn’t try to fix it. Instead, he blames Miss Narwin for it. He thinks that she is failing him on purpose. He thinks that if he switches to a different English class his grade will improve. He tries hard to make this happen, but he doesn't

The occurrence of any specifically monitored symptom or other symptom should be labeled and then Zach should be redirected to an appropriate activity. Direct Care staff should continually monitor Behavior Reports. For the absence of Behavior Reports documenting any of the specifically monitored symptoms for a two week period, Zach should be given the opportunity to go fishing at the BHDC Lake, go off campus to eat, or spend time with staff.

The excuse he often uses is that his asthma will act up if he works. After Jack leaves with almost all of the older boys though, Piggy does have to step in and help a little bit, but his helpfulness in that aspect is short lived due to his death. The things that he has always been helpful with is giving advice, providing a voice of reason, and he often contributes his glasses to help start the fire. Towards the end, he cannot even help start the fire though because he gets his glasses stolen by

She is very active in directing peers and consistently contributes to the group planning Goggle doc during the iZombie project. Nicolette should be encouraged to develop her oral communication skills by volunteering to share her ideas with the class and further develop her presentation skills. She made solid contributions to class presentations. To further develop writing skills she should strive for clarity and precision of language.

All student development must be recorded by the teachers with the help of marked assignments and monitoring each child’s individual progress. The teachers must recognize any problems that students have, e.g., if a a student requires extra help, they should liaise with the parents, the Senior Management Team and the SENCO. This is to resolve any issues regarding the children’s needs and

3, Song. The song is they sing past several weeks, first grade may don’t heard before, but teacher encourage them to follow PowerPoint sing with them. I saw first grade done good job, they do best follow motion. Teacher give them each high-five to encourage them. I saw this moment first grade student more relax. They are smell in their

Everyone plays a major role in this meeting and they can contribute valuable information for the betterment of the child. All information given will be listened to and reviewed, and put into place, if applicable. The main focus of the meeting is to help Dominick become successful in the classroom. As we discuss the actions of the video and those in their perspective roles, we can determine the following:

Circumstance: Jonathan will maintain a healthy weight as desired by the medical team. Ms. Smalls (MHP) and Mrs. Clark (MHS) discuss Jonathan’s update.

Mark and Emily were married for 26 years and have a 13-year-old son Jonathan. Mark is an orthopedic surgeon and upon learning of his affair with his personal assistant, Emily agreed to file for divorce. When Mark and Emily broke the news to Jonathan, he immediately exploded into despair, bitterness, hatred, and regret and seems to resent every part of life. His behavior in school is horrible and received three referrals to the principal in one week.

Once I squeezed out all the information I could muster from those sections, I moved on to reading the text in extreme focus latching on to every word. For example, in the article “Some Consequences of Having Too Little,” when the text said “currently there are two ways to explain this behavior” (Shah, Mullainathan and Shafir 682), I highlighted that there are in fact two ways with one color so that I could remind myself to find two ways. Then I highlighted the two ways with another color. I read each article in this way leaving no important information out. I wrote margin notes on the text whenever I needed to summarize a paragraph or learned new information from the articles. With my pre summary taken from the collective of introductions,

Evaluation: Activity, Teacher, and child: After the activity as a teacher I will be able to do a

I could help Tyler move past his inappropriate behavior in the classroom by making sure he understands visual and verbal directions. I would make sure I have a structured classroom that meets his needs. When things are in order, it is easier to deal with behavior problems. I would also beware of Tyler’s mood swings when he comes to class and makes sure he has what he need for classwork. I would have some interventions in place for his success. When the teacher has an understanding of Tyler’s needs and his weaknesses it can help to have a successful behavior plan for the

Jason really likes his school. There are a lot of nice teachers and people, except substitute teachers. His favorite teacher is Mr. W, his only “boy” teacher. He admires Mr. W’s ability to stay focused in the classroom.

I observed a fourth grade classroom during a science lesson. Bob is an intelligent ten year old child, but he has a difficult time paying attention to his teacher. He likes to get a lot of attention and when he gets bored he turns his focus to other destructive matters, such as throwing pencils up into the ceiling. Throwing pencils at the ceiling has gotten him in trouble many times. The teacher told me that once he was kicked out of the classroom for it. From the general disruption of the class, I can see why. Bob is the "class clown." He likes to get the other children involved in the disruption of the class along with him. In the 45 minute class time, the teacher did not get get much done due the need to punish Bob. This included sending him to the principal's office and then a good amount of time (10-15 minutes) to get the class calmed down.

At that time, I asked her to think about what she would like Cody to be able to do in a year. She immediately responded that she and her husband had always hoped that Cody would learn to read. She reported that previous experiences with his teacher had led them to focus on self-help and behavioral goals.