March 22nd BIP update…
April 6, 2010 at 5:30 pm | Posted in Uncategorized | 2 CommentsMy case study child has come such a far way since August and I am so proud of him. However, his behavior is still a major problem. He does not act like the typical second grade as far as behavior is concerned. He is still working really hard in reaching his goals each day of going home one green-which is incorporated through our PBS system in the classroom.
I have noticed so many different things that have caught my attention over the past few months. My case study child is so off and on with behavior that it makes things difficult to know when he is doing well and when he is not. Right when I believe he is improving his behavior, he’ll have a major melt down, over nothing at all. I find it interesting that he takes everything I say to heart. I will make a reminder TO THE WHOLE CLASS and my student will automatically shut down and think it is being directed at him, which is usually not even the case. He has started this new thing where he flips his own cards, and turns his own color to yellow or red without being asked. Then he will pout and cry or sit under a desk. It is interesting because this does not always happen, and I am still working to figure out ways so this does not happen. He is a very smart child and everyone on our team is trying to find new ways for him to succeed even when he may become frustrated. I have had a hard time tracking behavior of this child because it is so random and he really does not follow the same patterns as he was. He used to suck his thumb and slouch his shoulders a lot more than he is currently doing which is fine, however it is not that he doesn’t do these things anymore, it is that he does them more sporadically now. That is my update and this project has been very hard to conduct because he has his own behavior plans that are so different from what I was going to try and do, and so implementing more than one is just almost impossible and would be confusing and unfair to my case study child, but I am making the best of what I am able to work with! I am thankful for such a supportive staff of special educators at my school though! They are all amazing and work so well with my PLC that I don’t know what I would do without their constant advice and genuine support.
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Watching the progress that the students have made in every aspect is truly amazing. I’ve noticed that we get so caught up in getting through the day to day in my classroom with so many challenges, that we forget to look back and celebrate how far the children have come not only academically, but socially and emotionally too. Just today we had an upper grades literacy planning meeting. One teacher who just came back to school from being on maternity leave for six weeks actually brought to our attention the progress that she’d noticed since she’d been gone. After she shared the celebrations about some of her struggling readers within which she’d seen great strides, we all decided to examine our students’ reading response journals. We looked at response letters from early in the year and compared them to more recent letters. Even the students that have been labeled “low” have made tremendous progress, which is easy to overlook when they are still below grade level. I think that this trend stems from our standardized test-driven system. This is the same phenomena that we see pervading our society. We spend so much time focusing on where we should be going, that we forget to appreciate where we’ve been and how far we’ve come.
Comment by alexearl— April 6, 2010 #
It sounds like your child recognizes when he is not behaving in an appropriate way and that he feels bad about it which is why he turns his own cards. I think this kind of self reflection is good in a way. Maybe from self acknowledgment, he can work on turning it around instead of crying or being upset about it. When I was little and got seriously yelled at, I would always go and hide. It sounds like he does essentially the same thing by shutting down whenever he thinks someone (an adult) is angry with him (even though you may not even be). Maybe talking with him and getting real about how he feels during these times would help? Perhaps ask him what he would like to see happen and tell him what you would like to see and really give him support and let him know you are on his side. Trying putting him on a check system where you evaluate his behavior together constantly during each lesson and at the end of the lesson. This worked for my case study
Also, providing them with an incentive of their choosing for the end of the week works well too.
Comment by shellybell87— April 18, 2010 #