Observation before Computer-Assisted Instruction
On a cool morning in October, I sat in the classroom and observed a teacher giving mathematics instruction to seven students with Emotional and Behavioral Disorder. The students entered the classroom between 9:30 am and 9:45 am. Some students entered the room with loud voices, while other students displayed tired expressions. The students talked amongst themselves while waiting for the teacher to start teaching. The classroom was well lighted and colorful. There were posters and words on the walls of the classroom. The work of the students was also displayed in the back of the classroom. The classroom was noisy with most of the students walking around the room. The teacher asked the students
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During the teacher instruction, one of the hyperactive behaviors that were repeatedly documented was the participants getting out of their seats while the teacher was teaching. I can see the frustration on the teacher face when John constantly kept getting out of his seat during the instruction time (observation, 10/6/2015). The teacher and other staff asked him several times not to get up from his seat again. He refused to remain seated, but he defended his rebellious by claiming that his muscle was tight and he needed to stretch …show more content…
Stealing, verbally attacking other students, anger when things did not go his/her way are disruptive behavior that occurred frequently during the baseline observation. The teacher had a hard time trying to teach and redirect behavior at the same time. During this baseline behavior, many of the students had at least one moment of being disruptive in the classroom. While observing Robert, he suddenly jump up from his desk, and spit toward another student. The teacher stop teaching to see what was wrong. Mary stated “He took my book from off my desk” (observation, 10/04/2015). Robert also displayed two disruptive behaviors: kicking the wall and banging is head on the window. Robert was talking to the other students when a staff asked him to finish his work. He stated that he did not want to do any work because it is hard (observation, 10/09/ 2015). Rick became upset because another staff asked him to please be quiet and finish his work. He stated that the staff was being mean to him and he did not feel like doing any work (observation,
At school, Richard shows behaviors that are similar to the ones experienced at home. Although, he’s described to be a “sweat and bright boy” who does not have trouble interacting with peers, and is able to communicate verbally to express himself, he is described as “hyper” and as someone who constantly engages in yelling, crying and kicking when is time to nap. For instance, and as the scenario describes, in this particular occasion, Richard’s teacher had to redirect him several times for him to finally lie down and take a nap. Richard was pretending to be a plane and making sounds to simulate an airplane crash
In addition to constantly telling Peter no or we do not do such things Mrs. Stallworth seemed to heavily rely on the students to help with Peter’s behavior. In some ways Mrs. Stallworth’s behavior management seemed to work. Although, I thought there was a lot of room for improvement an example was the way Peter was only yelled and scolded by his peers when he kicked another student in the face during outdoor activities. I would have addressed the situation and not allow the students to handle it on their own as another student was hurt by Peter’s
Since we can’t know everything that happens out of class, we need to be able to quickly identify that a student may have been “triggered” by something before, after, or during class, so that the “acting out cycle” can be interrupted early while the behavior is “less-serious.”
Ms. Sherman has been working in Behavioral Intervention classes for about twenty years now and is considered by her colleges at the school somewhat of an ...
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
This Semester I observed a three-year-old girl named Allie. Allie attends preschool at Land of Learning; she is diagnosed with cerebral palsy. It was my pleasure observing her and getting to know her. She is a very sweet outgoing girl that doesn’t let her disability get to her. I observed and assisted Allie throughout her days at preschool. I assisted her and observed her with recess activities, eating lunch, and daily school projects. My past observation experiences I observed at Westgate elementary school in a class room mixed with students with learning disabilities, ADHD and also ELL students the class was taught by Ms. Lewis. I observed a second grade ELL classroom and also a fourth grade classroom. I observed these students during school
Mental illness in the classroom has become an issue that is important for teachers, not just parents, to look out for. According to Cinda Johnson, “Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem”(Johnson). When adolescents spend half of their days in school, it is important that their teachers take the time to notice unusual signs their students may be showing them. Teachers have the opportunity and the influence to help students work toward a better future. In Graziano’s article, however, the teacher’s influence was spun the wrong way and led to mistreatment of the six-year-old boy and his learning disability. Johnson explains, “Effective teachers are “responsive to students’ problems and…emphasize reciprocity and the value of their students’ perspectives and feelings”(Johnson). The issue of disability in the classroom coincides with the issue of teacher and student trust in the classroom. In both articles there...
Field Experience Description (Preamble/Introduction/Background): the following field experience observation took place at Plainfield Connecticut’s Shepard Hill Elementary School, 234 Shepard Hill Rd, Plainfield, CT 06374, herein S.H.E., during the fall of 2017, and was conducted by Sacred Heart University M.Ed. candidate Peter Scott Harmyk, Esq. Because of confidentiality requirements per request of the interviewees, specifically the classroom teacher and the special education teacher, herein “Ms. Teacher” and “Ms. Special Ed” the two students observed for the purpose of this essay shall also remain anonymous; further, this candidate was respectfully denied access to the appropriate IEP and 504 documentation corresponding to the two first-grade
After working with the 3rd graders, I became an assistant teacher at an early childhood education center in a low-income neighborhood with numerous students who needed extra support due to behavioral and emotional disorders. At one point, I encountered a student with selective mutism; selective mutism is when a person is capable of speaking but voluntarily chooses not to communicate verbally. I began to work one on one with him to understand why he didn 't communicate verbally. The first course of action was a meeting with his mother to learn more about him and th...
The aforementioned are example of student trauma, that can lead to further bad behavior and many harshly repeated reprimands targeted toward so-called problem students, for minor infractions that use mean a visit to the principal’s office or staying after
90 minutes earlier, I arrived at class to discover we had a substitute teacher for the period. Admittedly, I felt a moment of relief at the thought of a less taxing lesson than usual. Some of my classmates thought the same thing, but chose to express it a little more vocally. Slamming his fist on the teacher’s desk, the substitute responded by screaming to be heard over the din of the class. Everyone quickly quieted down at the sudden outburst. The substitute then proceeded to have everyone copy notes
Teachers not only must be wary of being inadvertently injured by enraged “students” fighting in the hallway or the cafeteria, a peer might even wind-up becoming a threat to one’s physical safety. I recall one particular eighth grade Washington trip. As usual, I was chaperoning one hundred twenty eighth graders on the Hammonton Middle School’s annual class DC trip. We had just arrived back at the Mt. Vernon Motel after visiting the Jefferson Memorial. The nine chaperones were fatigued, but the “students” were still rambunctious.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
College classroom incivility refers to some form of disruptive behavior which shows disrespect or disregard for the trainer and fellow students. Classroom courtesy has been declining over the years to the point where the mood in the college classroom has greatly changed. It is common to hear tenured and untenured college instructors complaining about the misconduct of students in their classes both at undergraduate and graduate levels. The problem is that, even the mildest form of incivility has significant negative impacts on the learning process and the retention of students. When students engage in disruptive behavior like answering phone calls in class, they waste a lot of their valuable time and also interfere with the learning process of those around them. They also reduce the chances of engaging in meaningful classroom discussions through productive dialogues. This paper seeks detailed insight on college classroom incivility.
When students misbehave, I tend to question the reason behind it, and find out why they behave the way they do. Just as Roger (2003, as cited in Porter) suggests when a child acts disruptively it is either because he/she does not understand or they are misunderstood or mistreated. McDonald (2010, p. 232) also explains engaging with the student is essential; we need look inside the student to find the thinking and emotions that contribute to a students misbehaviour. Children are blank slates, they are born innocent, as they encounter new parts of the world we need to protect them and prepare them from the threats of the adult world (Rousseau). Therefore, the behaviour of students can be a reflection of their culture, their family dynamics and how the community around them has treated them (Martella, Nelson, Marchand-Martella, O’Reilly, 2012, p. 148). Fleer (2006) claims, ‘‘culture not only determines the principles for defining development but frames the