Case Study-Student: Zach; Patrick age 10.10;11.4 Grade :5th Grade, 2nd semester;5th grade ,2nd semester scenario
Critical Goals for Patrick
1. He should not disrupt the class by teasing other students
2. He should not give unrelated inappropriate info during class discussion when called on.
Strategies to be used to address the listed goals
a) He can be assigned as a teacher’s helper in charge of keeping peace and order in the classroom. (Rationale: He enjoys being in the limelight and would delight in being a teacher’s helper)
b) He can be given a classroom rules and regulation with its corresponding graduated consequences for each behavioral infraction. (Rationale: Since he is into sports, he knows that for every sport there is a set of rules and regulations to be followed and so does his classroom)
c) He could be given positive reinforcement like compliments and recognition for his achievements in softball community sports (Rationale: By being recognized, he will feel good about himself and it can positively affect his emotional well-being)
d) The teacher could try to get in touch with the softball coach of Patrick and try to see Patrick in one of his practice to see if his behavior in the field is the same as his behavior in the classroom. Then try to see if it is possible to enlist the help of the softball coach in giving feedback on how Patrick’s behavioral problem in the classroom could be solved.(Rationale: Patrick thinks highly of his coach otherwise he wouldn’t be joining the community team . If the coach could say that discipline should always be maintained not only during practice but also incorporated in his daily activities, it could be a tremendous help in curbing his behavioral problem.
Critical Goals for Zach
1. He should not disrupt the class with emotional outbursts.
2. He should not engage in any physical contact (pushing) with other students.
Strategies to be used to address the listed goals
a) He can be given a classroom rules and regulation with its corresponding graduated consequences for each behavioral infraction.(Rationale: Informing him of the consequence if he engages in physical contact like pushing other students will not be tolerated and would have a corresponding punishment can make him stop doing it)
b) He could be given positive reinforcement like compliments and recognition for his efforts in feeding the guinea pig. (Rationale: putting him in the limelight will boost his self esteem which has been damaged due to his learning disability)
c) He could also be given a souvenir photograph of him with the class guinea pig.(Rationale: Positive reinforcement can encourage him to keep doing positive actions)
If I were the teacher, I would first give them positive reinforcement on Patrick’s involvement in the community sports program and also give positive reinforcement in Zach’s initiative to feed the guinea pig. Then I would tell them that I think they are responsible individuals otherwise Zach could just waste his time being a couch potato and do nothing instead of joining the community softball team and Zach was quite responsible in feeding the class pet without being told.
In my research, I came across an article “Positive Reinforcements-Fix Behavior Problems with Positive Reinforcements” in About.com by Ann Logsdon. It said that recognition and compliments are rewards that can encourage children to keep doing good deeds.
After giving them positive reinforcement, I would probably discuss with the two boys my classroom rules and regulation. I would inform them of positive classroom behavior and inform them of the graduated penalties for wrongful behavior. Then I would assign them as classroom helpers in helping me maintain classroom discipline and order.
As a precaution, they might not want to work together but having told them that both of them are responsible individuals, the probability of them cooperating is higher. However, in extreme case, they could be asked to take turns being my classroom helpers.
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