I read the article, “Teaching children to Care.” I have a student in my class who has come a long way since the beginning of the year, but who is very defiant and when he doesn’t get his way, he literally throws tantrums. Several times, he has had to be removed from the room and have his parents called because of his hurtful remarks. He was transferred to Rashkis from his old school because he spit on a teacher. He is an extremely bright kid, but his behavior is ridiculous. He acts like the rules do not apply to him; he leaves the room at will, he gets up to get on the computer at will, he says rude things to his classmates, and he is the reason that the kids cannot play Capture the Flag at recess. We have all spoken with him, myself, my CT, the principal and other officers in the school. He does not respect authority and sees no reason that adults should run the rules. After he pitches his fits, he is often too embarrassed to go back to class (if he is allowed to do so at all), and we are trying to get him to see that he should be embarrassed when he is pitching the fit in front of his classmates. He needs counseling.
I agree with the statement; “Students often experience feelings of frustration related to the curriculum and the strateges teachers use for instruction. This frustration can lead to misbehavior.” My case study student, Tyson*, exhibits several of the disruptive behaviors listed. He gets up during class, plays with objects, talks to other students. Because of his extreme aversion to writing, I believe he finds school difficult and uninteresting, and therefore looks for ways to amuse himself. I plan on giving him fill in the blank notes so that he will not have to write every thing I do, but he still has to follow along enough to get the right fill ins.
The student that I chose to do my case study on is not one that generally distracts the class, but it definitely keeps him off task. This student is perhaps the brightest, most intelligent child I have in my class, but he has some issues that have been present since kindergarten. I have been told that something happened this summer (but no one knows what exactly, just that it is apparent that something really affected him), and this only adds to the this students’ certain behaviors. He is not beligerant, but he has his own agenda. I think that he is bored in class, and so he resorts to things like folding paper airplanes and reading graphic novels during instruction. He is late with just about every assignment, and although his mother is very smart, has a great job, and is fairly involved, even things that go home are not returned. The student is not allowed to go to the restroom or library alone because he wanders hallways. He is pulled out everyday along with another student from our class. Since I have started teaching science, his interest seems to be growing. The only thing is that sometimes he gets slightly off task, like looking up science terms during the time I needed him to be putting together his science notebook and filling out some papers. I told him to do what I asked for now, and that later he was more than welcome to share the information he found with the class. I am trying to acknowledge what he gives on his own account while redirecting him at the same time. So far this seems to be bringing him out into the class more, but I must be careful so that I don’t end up getting manipulated or letting him do what he wants.
As for my whole class, I think that we can improve our extreme talkativeness by changing the seating arrangement and creating a system where students are held more accountable. I did have to give the class ten minutes of silent lunch last week, so now they do take me a little bit more seriously.
First of all, my fifth grade class is THE most loquacious class I have ever had! They absolutely love to talk and share, so sometimes it can get noisy and disorganized. Mrs. Scott (Bradey; which is how I’ll refer to her from now on) tries to keep the class in line by having a class meeting everyday after lunch, where students who have something to share are encouraged to sign up and wait for their time. During instruction, Bradey shh’s and works the room to let kids know that she is aware of their conversation. She has had to single a couple of kids out, which she doesn’t like, but it is usually the kids that are incessant and/or are behind, so they really need to be on their game. Apparently, the students were not this talkative before winter break, so we are working on ways to get quiet. I know that I have to have a secure system in place for when I begin really taking over, otherwise they are going to think that they can walk all over me! I have already initiated a call and response (I say Tar! they say Heels!), but it could honestly use more practice. Last semester, I ended up having to make five minutes of recess silent, and that worked well, so maybe I will find an Chapel Hill schools equivalent of that. Bradey and I are also considering a new seating chart. As far as the climate in the classroom, the students get along really well (arguably a little too well) and they love Bradey and Mrs. Morris, our teacher assistant. They have welcomed me into their class as well and written me letters about themselves.
Last night, I was talking with a Dramatic Arts teacher formerly in high school, presently in elementary school. While we were trading stories, she mentioned a book she had read that had changed her life; “Conscious Disipline.” From what I understand, the basis for this strategy of dealing with challenging behavior is to consider what the child is feeling that makes them act the way they do. I think that this technique can play a great deal into positive behavior support; it supports the notion that children act in purposeful ways. I do use conscious disipline already in my classroom and in life in general, because I am very emotion centered. If more people thought about internal factors that could contribute to external behavior and made a plan for students who need it, then these kids would be better served along with the rest of the class.
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