DC Educ304 Case Study 3: Encouraging Appropriate Behavior
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
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
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.