Data related to the frequency, antecedents and consequence of Brianna’s homework non-compliance was gathered retrospectively during the Problem Identification Interview. A direct naturalistic observation was completed following the interview to gather more information on Brianna’s antecedents and consequences. In addition, Ms. Bellot trained to collect baseline data on an antecedents and consequences of Brianna’s behavior. Brianna received an interview to gather information on the specificity and quantity of her homework. The Jupiter education online grade book was also used to monitor the frequency of Brianna’s homework non-compliance. The program provides Ms. Bellot with an automatic email notification of the subject grades and the number …show more content…
Bellot recorded that Brianna had difficulty with Math homework. Brianna spent majority of the night with Math A homework and constantly checking her cellphone. She explained that she assisted Brianna with math problems. She recorded similar antecedents in week 2 and week 3 of the Baseline data. Briana was sick Also in week 3, she recorded that the science teacher called to report that Brianna did not show much interest in Science and was missing homework. During her observations, she reported Brianna completed all assign work in her room at her desk. She directly monitored and assisted Brianna two times during the two weeks due to her schedule. Also, Brianna was reported sick for 2 days during the week of …show more content…
Ms. Bellot reported to previously using different forms of punishments, such as taking away Brianna’s phone away, she receives limited television access, and is not allowed get her favorite haircut. During the direct observation, Ms. Bellot received her weekly email notification from the Jupiter Program. Ms. Bellot verbally prompted Brianna to complete three paragraphs on the importance of homework. In stage 2 Problem Analysis Stage, Brianna reported, “I do not like when I can not get my haircut.” She stated that her mother returns her cellphone in the morning and she can always catch up on her television shows on her tablet device. Brianna was asked about her homework and she reported “I complete it but turn it in late sometimes.”
Ms. Bellot was also asked to record consequences that directly followed homework non-compliance for the 2 weeks. She recorded that Brianna’s cellphone was taken away for the night, and Brianna did not attend extra curricular activities following the teacher’s phone call. During the Problem Identification interview, Ms. Bellot had concerns with Brianna’s homework completion impacting her grades.
HYPOTHESES
When the year started, Melinda did poorly in school. She often used stolen late passes and rarely did homework. By the end of the year this was much different. In the third marking period, Melinda says how she showed up to class every day throughout the semester, did some homework, and didn’t cheat on any tests. I see this as a vast improvement.
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
Both Herman and his mother were attentive and engaged during the session. Herman noted that he has been doing well at school. He noted he has been getting along well with his friends at school. He noted that he lied to his sister on this past weekend about taking his medications. He noted that he thought his sister may give him the wrong medications. His mother noted that Herman lied about his medications and he knew better. She noted that the situation was corrected and he eventually was given his medications. Herman and his mother participated well with the activity sheets on Values. Herman was able to identify 3 values that were most important to him. He noted having good grades being creative and being rich are his top 3 values from the worksheet. He then noted the following answers to these questions
In the case study, Jim Colbert, a third grade teacher, struggles to help a boy named Carlos. This Public School 111 was located in a metropolitan, run down neighborhood. The school was surrounded by drug dealers and trash. However, the inside of the school was bright and welcoming. Here the students were placed according to their abilities, and Jim had a 3-A class for the high achieving students. Jim had a routine that he followed every day. He would take the learning and apply it to the student’s lives with practical examples. To begin the day Jim would go through the homework with the students, and here he began to notice that Carlos was misspelling many of his words. Carlos comprehended the readings, but he was behind in his spelling. Jim talked with the other third grade teacher, Paul, about Carlos. Then, he talked to Carlos about the problem, asking him if he could get help at home. Here Jim discovered that Carlos would get little to no help at home. Jim sent home a dictionary with Carlos so that he could check his spelling, and he saw
Jessica Hathaway never watched television; there wasn't one in her house and she wasn't allowed to watch anyone else's. Truthfully, we all could use a little less television. Jessica didn't go to school, Lisa felt the children should forge their own way in life. Real life the best tutor, experience the best preparation. That could apply to an eighteen year old, but a seven year old? Lisa failed to file a home-schooling plan with local authorities, another display of her anti-conformist attitude. School is an unfit place for my children, Lisa has said.
Mrs. Adams is a middle school language teacher in a low-income area of Baltimore and has a student who does not have the means to own a computer or have transportation to a library to complete the given assignment. Mrs. Adams is unaware of the situation and assigns her students homework that requires a computer to watch a DVD and complete pages in a workbook. Mrs. Adams noticed Anna was consistently failing to turn in homework, but did well when completing in-class assignments. Mrs. Adams decided to give Anna detention as a consequence for not turning in homework. Anna felt very embarrassed. Anna chose to work on the homework during the detention and caught up on all the previous assignments. When Mrs. Adams asked why she did not complete the homework on time, but did during detention. Anna explained that she did not own a computer at home and did not have the means to travel to a library due to her parents work schedule. Multiple ethical decisions come into consideration within this scenario. Should Mrs. Adams just assume her students have the means to complete homework that requires technology? Was due process given? What would be a fair alternative now that Mrs. Adams is
We were to go over the answers from the previous night as it was homework but many of them had not completed it. We began on page 5, part 3 “Guided Instruction”. We read the passage and I had them underline the central idea and supporting details. We answered the corresponding question. Some students picked A, D, or C. I asked them to explain how they came about getting their answer, they responded. We did process of elimination and determined that C was the correct answer. I also had the students complete the writing portion of part 3, “Show your thinking” and time was given for them to answer the question independently. The students read their answers aloud and their explained their reasoning behind what they chose. We chose to skip Part 4, and move onto Part
Response: When a student has not turned in assignments for two or any amount of days I show them the gradebook and tell them I don’t want them to fail.”
Have you ever had the time where you just couldn’t turn in an assignment due to family problems? Everyone has had this problem at least once in their life time at school. Therefore, in the essay “The Dog Ate My Flash Drive, and Other Tales of Woe” by Carolyn Foster Segal it addresses to excuses she has gotten from her students regarding late or missing assignments. Segal writes about many different categories that each student has fallen into making an excuse. For instance, she put them in broad categories: the family, the best friend, and the evils of dorm life, the evils of technology, and the totally bizarre. However, the one area that I will be focusing myself in is the family excuse because this is the one area where I feel that there can be an excuse. Thus, the work can still be done and turned in when it’s due. Furthermore, the family problems has always been the college student problem that has been hindering academic success. In fact for this reason, I will provide my personal experiences and some insights from the essay that help students to not have excuses.
Hints: If you’re not sure how to answer a question, look at the examples given. Also, think about what the students on the tape had to say. How did they describe their strengths and needs? What accommodations did they ask for? What did they say they needed to work on in school?
As explained in class, we may have a student who never completes assignments and from that viewpoint, we determined that the student is a lazy person and more than likely does not care about the class. There exist that single chance of being correct on the inference of the students life; however, it so happened to turn out the student loves the discussions in the classroom but is struggling to find a balance between school, home, and work. The student may have collapsed in the wake of anxiety as soon as they sat down to begin a paper f...
Kralovec, author of The End of Homework argues that doing homework during high school has little or no effect on successful study skills of students in college. College students have only a few hours of class a week and lots of daytime hours in which to study. She says the college schedule is nowhere as grueling as in high school. In addition, the average adult does not return home from the office with three or more hours of work to complete (Kralovec). When "busy work" assignments are given carelessly and frequently, it causes students to lose interest in the subject. Negative results can also occur when a student is not able to complete his or her homework. Many times they will resort to copying homework, having others do their assignments, or cheating on tests. Bad habits such as these are likely to follow kids through their lives and have an effect on their moral judgment. With no consequences to these actions students will almost always take the easy way out when it comes to homework
Today, millions of students will hand in work to a teacher; for some of them this is the assignment that will make or break their grade. If your entire academic future rested on a single grade, wouldn 't you do everything you could to make it your best work possible? Some people stay up for countless hours, working harder than they ever have in their entire lives, to produce high quality work. Other people decide to break one of the most enforced rules at every school in the country. In other words, they cheat. There are many different ways a student can cheat: they could have plagiarized work off of the internet, they could have snuck their phone into a test and used it to look up answers, etc. There are a million different ways students
About eight students interviewed about causes that led them to earn academic warnings or to be placed on academic probation. Even though all of the students were previously successful in high school, they were not able to maintain required GPA in college. Most of the students admitted that they were not able to manage their time and had very low self-motivation. Additionally, some of the students responded that they were not used to facing challenges in high school and, as a result, did not know how to deal with stress that was arising from the challenges in college. Basically, the main idea of the research was to show that not only time management and motivation are important for average students, but even for the ones who were considered as far above average and had high achievements before entering
The time some students put into a relationship can become absurd. In this way, we come across the student who never seems to have their work done or never has time to work on their work. This free time would normally be used to do important tasks for school, but rather is us...