Case Study : Mr. Brown

Prompt #1
Mr. Brown takes into account each of the mental operations when working with a student with EI. First, Mr. Brown talks with the students and asks open ended questions to determine their thoughts. Second, he observes each student and their reactions to figure out their emotions. Third, he asks more specific questions and observes the students speaking with peers in order to understand their perceptions. Fourth, Mr. Brown checks in with his students and builds a relationship with them to determine their wishes.
Mr. Brown, furthermore, gets to know each student personally to understand their needs and what they believe they need. To figure out students desires, Mr. Brown observes the students, asks specific questions and checks in on them throughout the day. Mr. Brown explained that building a trusting relationship and getting to know every student allows for a deeper understanding of their mental operations. Additionally, over time certain mental operations become more apparent and easier to determine. This is due to being near the student every day for long periods of time.

Prompt #2
Mr. Brown chose a boy, who is in 8th grade, and described each personality components of his mental operations. Mr. Brown explained the student’s view of self as unrealistic because the student projects himself as overly confident and like nothing can hurt him. Mr. Brown described the student’s ability to cope as unhealthy. The student either becomes defensive, argumentative, aggressive or does not even acknowledge the situation. The student’s participation in life could be healthy except he gets into trouble very often, which leads to him being grounded. Mr. Brown also explained that the student usually “scares” peers away by being too a...

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...leap to the worst case scenario, called catastrophic thinking.

1. While learning about the intervention needs in Cognitive Theory, I realized Mr. Brown does not intervene before instruction, instead he intervenes after instruction.
2. I have noticed that after observing a student over three hours that their behaviors are based on their situation. They a quiet and content during first hour but as soon as it is second hour, they are disruptive and angry. During third hour, once again, they are quiet and content. The only noticed change is that during second hour there is an aid in the room for another student. The aid also comments on the student’s behaviors, immediately upon entering the room.
3. Observing how the general education teachers treat the students with EI is disheartening. They can be dismissive, combative or even roll their eyes at the student.