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Case: Nothing seems to work with this student! I am interning in a 2nd grade classroom this semester and one of the students struggles to behave and stay on task throughout the school day. Many times, his day has already been set off, prior to him arriving in our classroom (from things that have occurred at home), but he lacks the coping skills, to get on track when in class. When he gets attention, he often will act out more, or misbehave more, and when he does not get attention, he also tends to act out, or misbehave. Some of the issues stem from the fact that even in second grade, he is unable to read and does not understand content. Yet, even when he is worked with one - on - one, he is very easily set off, and then nothing can be accomplished. He is also quite aggressive with other students, and instigates fights. Even though I try to give him positive praise and recognize the good things that he does (when he does them), it does not seem to alter his behavior for any real length of time. In some ways, I think he showcases behaviors that are common with EBD students, yet he is not formally diagnosed with this exceptionality. The entire administration knows about him, and now we have gotten to a point where we ignore a lot of his less major bad behaviors, yet this can not keep happening. If the school and CT are not willing to begin the paperwork to get him tested for certain exceptionalities, what can I do in class to minimize his distraction to others, while also showing him that he is important and I want him to be apart of the class dynamics? Solution: (Rates are posted for this solution!) This definitely sounds like a tough situation! When I was observing in a variety of EBD classrooms, many of the teachers had immediate feedback/reward systems. For example, if a student raised their hand the teachers would immediately give them a ticket (to exchange for snacks later) or put a cheeze-it on there desk, etc.! Immediate feedback might help, however this student may need more assistance than that if he is EBD! |
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