Student Behavior Case Study MTE522 2 Dissertation

Student Behavior Case Study: Lee

Andrea Haltom, Megan Hicks, Erin Cassidy, and Dailmar Vallejo MTE 522

Jamie Brockmeier

Aug 3, 2015

Student Habit Case Study: Lee

Lee is known as a fifth grader who is in the foster treatment system. He has been shifted through 3 different promote homes in two years as a result of his chaotic and disruptive behavior to both children and adults. He is presently in a create home with two additional children (the natural born children of the foster parents). Violent or disruptive behavior is thought as any patterns that disrupts the learning or living environment, causes physical injury or harm, involves life-threatening or hazardous drug employ, and/or involves intent to cause injury or damage to a person or property. As a result, Lee has been exhibiting behaviors that in school would be considered disruptive. He is probably aggressive and argumentative to students and teachers. He can likely a great Oppositional Defiant Disorder child (as a large number of foster children are), which in turn entails students " driving back” any kind of time source of power or issue. It is often a defense device used by kids who truly feel powerless to regulate their environment. This can make aggression, physical violence or even substance abuse in kids and teenagers with this condition. Lee might be an ODD (Oppositional Defiant Disorder) child inside the foster treatment system. These kinds of children desire a " toolbox” of expertise necessary for coping and dealing with everyday life because adults. Essentially, children are not really born understanding how to deal with stress. We must instruct them expertise to deal with the stresses they feel because they go through life. Children who have are exposed to intense stresses (such as engender care, mistreatment, or relatives tragedy) frequently do not have the coping abilities to deal with these types of situations and act out in aggressive or perhaps argumentative methods. They believe that fighting back again is the simply control they have over their own lives. As teachers, it really is our task to show these kinds of students they own control over some aspects (school, academics, and so forth ) and they must manage those duties. We must likewise teach these people various coping skills and create a " toolbox” of skills useful to them when they truly feel out of control in their lives. Tactics include: Leisure techniques (deep breathing, yoga exercises, etc . )

Positive stores for bad energy (sports, kickboxing – things that allow physical negative energy to be released in a positive way) Find additional positive outlets that can build self-esteem and control (music, art, and so forth ) Explain real-world effects (ex: " if you hit someone, that may be assault, you could go to jail. ”) Physical exercise (allow learners to stand up and maneuver around, do press ups, or sit ups when they feel anxious, burdened, or angry) Tell students: " If you believe too upset, get up and walk away. It is okay to accomplish this. We can discuss after you settle down. ” Let them have permission to leave the conversation. Educators can use precisely the same method – if the college student gets also upset, simply walk away, and leave the conversation at a later time when he/she is quiet (er).

It is important to involve Lee's foster parents in his education, especially seeing that he is genuinely struggling. Getting in touch with Lee's foster parents is actually not effective thus far. In order to prepare for the approaching parent-teacher-student seminar I will collect data on Lee great work trials. Having the operate samples that show his lack of engagement will demonstrate to the parents that Lee can be not completing his operate class. I will also keep a diary log of when Shelter becomes furious and aggressive in class so the parents can see how often that is certainly occurring. Other documentation includes date from his conferences with Ms. Prince. " Parents are impressed with data. Data show that we have invested time and energy in preparing for a conference” (Jones, 2013). We should be able to see if there is a pattern of habit at university and at home. To make the meeting positive pertaining to Lee, all of us will...

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Jones, T., & Smith, V. (2013). Comprehensive Class Management. Pearson.

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