Observation Of My Coping A Cool Down Box
The first meeting took place in March, at North Whittier Andrews School with a second grade teacher. After multiple encounters with a second grade student in the office, I decided to reach out to the teacher to further understand the student’s situation. After contacting the teacher and viewing the student’s records I was able to gather more information. The second grade student was advanced in math, reading, and writing and for the past few weeks the student has had difficulties physically staying in class and completing classwork. He is a part of the after school program and gets picked up until 6:00 a.m. everyday. He lives with mom and dad, but work during the day, but each takes turns dropping him off in the morning. He cries and runs out of the classroom and stays in the office until he goes back to class or his parent comes.
I set up a time with the …show more content…
The daily schedule was placed on the student’s desk, which was ideal to help the student visually see what was needed of him to stay focused on school performance. In addition a “My Coping Tool” card was created as a way of self-monitoring to understand different emotions, with the goal of helping the student practice coping skills to self regulate. The student, teacher, and parents discussed the card to guide the student with how to use it. When the student felt a negative emotion, he could then decide what tool/break he needed to use, including the cool down pass. Once he had 10 minutes of his break, he would mark his new emotions. The student would decide when he needed a break or if the teacher observed a needed break, she would meet individually with the student to help fill out the
I set up a time with the …show more content…
The daily schedule was placed on the student’s desk, which was ideal to help the student visually see what was needed of him to stay focused on school performance. In addition a “My Coping Tool” card was created as a way of self-monitoring to understand different emotions, with the goal of helping the student practice coping skills to self regulate. The student, teacher, and parents discussed the card to guide the student with how to use it. When the student felt a negative emotion, he could then decide what tool/break he needed to use, including the cool down pass. Once he had 10 minutes of his break, he would mark his new emotions. The student would decide when he needed a break or if the teacher observed a needed break, she would meet individually with the student to help fill out the