I have decided to switch case study students since last week. I got to thinking and have chosen to go with Michael (pseudonym). I have been working one-on-one with Michael for the past few weeks. He has a severe behavioral problem and I have grown passionate about helping him, which is why I decided to work with him.
He fits the profile of “Disruptive Behavior” student in the reading. He finds it very challenging to stay focused and on task. He’s constantly moving around, hiding under the desks, and playing with objects. We have had multiple specialists come observe him and tally how many times he has been off task.
I agree with the article when it says that negative behavior can be positively reinforced by other students. For example, when he acts out some of the students used to laugh with him. Therefore, encouraging the behavior. Now, I believe students are starting to resent his behavior because it has gotten very disruptive, causing him to feel down on himself.
As a PLC we have discussed ways we could support this student. We believe he may have ADHD. Therefore, I plan to implement the 3 step strategy for self-management mentioned in the article.
1. say “Stop I don’t like that.”
2. try to ignore the objectionable behavior
3. report to a responsible adult if steps 1 and 2 didn’t work
I hope these steps will help him progress in a positive matter. Currently the tactics I have been using have show a bit of progress in his behavior. I hope to help him succeed even more.
Hi Claudia,
It is great to hear how passionate you are about your case study student. The plan you have developed sounds great and I hope that it will work for him. Is he suppose to be saying these things to kids who are bothering him or are kids that he is bothering suppose to do it? I was a little confused. Self-management plans are especially great for older grades. They need to learn how to handle the responsbility and to take charge of their own behavior.
Good luck with the new plan!
Rebekah
Wow Claudia-You go girl. I am struggling to think of the best plan for my student, and am yet to find something that has a lasting impact. I also think it is great that you switched students because you saw that there was a greater need. I think a lot of student teachers, myself included, would stick with the same student because they have already started the work and would not want to have to redo any work. But you have really shown your dedication to your students and your class by switching and quickly identifying how to help Michael.
I am hoping with my third grade student to lead him to self management strategies. As he gets closer to 4th grade it seems more appropriate, however I know he will need guidance to get there.
How goes the work with Michael? I like your plan to ask the class’ help in toning him down. Children don’t always understand the intricacies of reinforcement, so they don’t see their laughing as encouraging him to do it again.
have you considered doing something with Michael that ensures he’s on task. for example, with one of my most ADHD students, I always have him hold my read-aloud book. always. because then he HAS to listen to flip the page at the appropriate times, and he can’t wander around, because he’s holding the book. I have another student who is ALWAYS does the problems on the SMARTBoard while others do it on their individual white boards, because it ensures that he’ll do the work rather than draw on his arms.