Changing students' misbehavior by considering their needs:
A report from the field observation
A report from the field observation
EDI 15A Psychological Perspective: Teaching & Learning
School of Education
Long Island University, C. W. Post
October 21, 2008
I did my observation at my co-teaching job. The last time I worked I discussed the difficulty I had been having with one student in particular. I spoke to my professor about it and she gave me some good advice on how to deal with the child in an effective manner.
I thought that this week would be a good time to try out Erikson’s theory of industry vs. inferiority and give this student some opportunities to prove himself, because he threw a huge fit screaming and crying about wanting to see his mommy. I saw that my co-teacher was not doing an effective job of calming him down, and instead was using punishment and time out which angered the child even more.
I walked over to him calmly and held out my hand as a peace offering asking him to take it. He took my hand and slowly started to relax. I took him into the other room not wanting to disrupt the whole class and asked him if he could pick out a book on animals for me, because we were learning about animals that day.
Once I gave him this responsibility I saw him continuing to relax and he chose a book and sat with me. I was completely and utterly shocked at how he behaved after that. He was a totally different child, and was sitting calmly with me, trying to teach me about the different animals. He was so smart and knew so much and even knew how to say the animals in a different language.
We then went through a book about transportation and he was telling me about the cars, trains, and ships. I realized that if I had given him more individual attention, rather than tell him to stop speaking during class I would have seen that he was very intelligent.
After he read ready a few stories with me he was ready to go back to class and work on crafts with the other children. I also know now that this child might have ADHD or some other condition in which he feels the need to be constantly on the go and up and moving. He is very aware of things that go on in this classroom but than his attention is averted elsewhere and he becomes distracted.
I now want to try and figure out a way to keep him focused and I think a way I can do that is to have him be involved, even if that means having him be my helper. It is remarkable to see such a sudden change in him, and it really made me happy that he felt more comfortable in the classroom, because in previous weeks when he was disruptive the entire class would be thrown off. It has a huge impact on the class as a whole when one student is causing disturbances. That is why teachers cannot ignore the students needs.
Long Island University, C. W. Post
October 21, 2008
I did my observation at my co-teaching job. The last time I worked I discussed the difficulty I had been having with one student in particular. I spoke to my professor about it and she gave me some good advice on how to deal with the child in an effective manner.
I thought that this week would be a good time to try out Erikson’s theory of industry vs. inferiority and give this student some opportunities to prove himself, because he threw a huge fit screaming and crying about wanting to see his mommy. I saw that my co-teacher was not doing an effective job of calming him down, and instead was using punishment and time out which angered the child even more.
I walked over to him calmly and held out my hand as a peace offering asking him to take it. He took my hand and slowly started to relax. I took him into the other room not wanting to disrupt the whole class and asked him if he could pick out a book on animals for me, because we were learning about animals that day.
Once I gave him this responsibility I saw him continuing to relax and he chose a book and sat with me. I was completely and utterly shocked at how he behaved after that. He was a totally different child, and was sitting calmly with me, trying to teach me about the different animals. He was so smart and knew so much and even knew how to say the animals in a different language.
We then went through a book about transportation and he was telling me about the cars, trains, and ships. I realized that if I had given him more individual attention, rather than tell him to stop speaking during class I would have seen that he was very intelligent.
After he read ready a few stories with me he was ready to go back to class and work on crafts with the other children. I also know now that this child might have ADHD or some other condition in which he feels the need to be constantly on the go and up and moving. He is very aware of things that go on in this classroom but than his attention is averted elsewhere and he becomes distracted.
I now want to try and figure out a way to keep him focused and I think a way I can do that is to have him be involved, even if that means having him be my helper. It is remarkable to see such a sudden change in him, and it really made me happy that he felt more comfortable in the classroom, because in previous weeks when he was disruptive the entire class would be thrown off. It has a huge impact on the class as a whole when one student is causing disturbances. That is why teachers cannot ignore the students needs.
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