A teacher in an early childhood classroom approaches a little boy (Josh) during quiet time and invites him to sit and draw a picture about a story they had read in class that morning. Earlier, the teacher noticed that Josh fidgeted, squirmed, and disrupted other students by talking and pinching throughout the story. Redirecting worked for short periods of time but the behavior continued. While they are drawing, the teacher said, I've noticed that you were having trouble sitting next to your friends during story time. Sometimes you get too close to other kids or you get up on your knees, pinch, or talk and others cannot see the book. What do you think we can do about this problem? After thinking and drawing for a few minutes, Josh decides that he should sit in a cube chair in the back row. (The other children typically sit on the floor in loosely defined rows facing the teacher). He seems to know that the cube chair will help define his space and allow him to sit up high enough to see the book.
Answer the following questions:
Is Josh's behavior an example of disruptive or non-disruptive behavior?
What has the teacher done to redirect Josh during this situation?
What other types of developmentally effective interventions would you suggest if Josh's behavior continues?
What types of teacher actions do you think would be counter-productive?
What would you do in this situation?
Josh's behavior certainly is disruptive. The teacher has allowed Josh to make some choices by approaching him while he is ...
A case of disruptive behavior is briefly explicated.
Case Study: Behavior Management in the Classroom
Case Study: Mary
Mary is a 10-year-old fifth grader. She is participating in a behavior management school-based group on a referral by her teacher. Mary's teacher described her as very bright, but very disruptive. According to Mary's teacher, Mary often provoked other students in the classroom by calling names, touching and pushing, and trying to distract.
In the group, Mary was very quiet for the first two sessions, but has now begun using some of the same diversionary tactics she shows in class. She talks to other members of the group out of turn, pokes the members sitting closest to her, and laughs out loud at inappropriate times.
When you talk to Mary individually after the session, she shows remorse for her behavior and claims she is "just nervous" and "doesn't really know what to say" during the session. She agrees to focus more during group time and expresses a desire to stay in the group. During the next session, however, Mary soon starts fidgeting and whispering to other members.
Discuss the interventions that you might use if you were the group leader in the case study.
Discuss the rationale for your interventions.View Full Posting Details