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Case study kids with aggressive behaviour
Safety in school easy
Aggression studies focusing on school children
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The student was given several prompts to stay safe in the classroom, but the student continued to escalate as time went along by showing defiant behavior and hitting staff. The student displayed a great amount of physical aggression throughout the class room, calm room and towards staff.
Describe activity the student was engaged in prior to physically acting out (such as – working with a group in math class, returning from lunch, etc.) The student was asked several times to take his hood off in class and to do his work. The student refused multiple times and used inappropriate language. The was asked to go to the calm room to refocus so he engage in his wok. The student refused and threaten to act out in class. The student was asked again to go to the calm room, the
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The student refused again and he was put in a transport restraint and guided to the calm room. In the calm room the student behavior escalated. The student pushed the staff several times the student was asked to use safe behavior and to stop hitting the staff member. The student then kicked a chair at the staff member. The student was reminded again to use safe behavior the student then walked up to the staff member and said no then threw his elbow towards the staff members neck. The student was asked if he needed to be alone to reflect and refocus the student then started punching the walls extremely hard. The previous to this crisis complained about a broken hand so the staff he would put the student in a basket hold if he did not stop because he did not want the student to injury his hand again. The student said “no” and turned to hit the staff member when the staff moved the student then punched the wall again. The staff then put the student in a child controlled restrained so the student wouldn’t be a harm to himself or others. After the student
A teacher’s most important duty is to protect the students they are in charge of. This duty includes both reasonably protecting students from harm and, when a student is harmed, reporting it to the proper authorities (Gooden, Eckes, Mead, McNeal, & Torres, 2013, pp. 103-109). There have been many court cases that reiterate this duty of school staff. One such case is Frugis v. Bracigliano (2003) where many staff at a school failed in their duty to protect students and allowed abuse to continue for years.
Facts: The Louise Lombard School is a developmental center for disabled children in the San Francisco Unified School District (SFUSD). It is here that seventeen-year-old John Doe, an emotionally-disturbed student assaulted another student. According to his April 1980 IEP, Doe had several goals set for coping with frustrating situations and relating to his peers. During the incident in November, Doe reacted to the taunts of other students by choking another student and leaving abrasions on the child’s neck. While being escorted to the principal’s office, Doe also kicked out a school window. The principal suspended Doe for five days. During his suspension, the Student Placement
Dreikurs’ model relies on the idea that “a misbehaving child is only a discouraged child trying to find his place” (Jones & Jones, 2013, p. 33). When a student is feeling inadequate, they will filter through some or all of the four attention-getting behaviors. These disruptive behaviors are: attention getting, power, revenge, and displays of inadequacy. Dreikurs believed that when a child fails to feel as though he or she belongs, they will “act out” in various ways in order to gain acceptable. Sometimes these behaviors work, and other times, students are left feeling more frustrated. For example, a student who may fall behind in class may use inappropriate jokes or commentary to solicit respect from classmates. The student may then try exhibiting power over the administrator in the classroom further trying to increase their status in the social climate. If the student does not receive the attention they seek, they may try to seek revenge on the teacher or even other students in the classroom. In many cases, the disgruntled student gives up entirely and will revert to using phrases such as, “I don’t care anyway,” or “I meant to do that.” Instead of being instructed on how to cope effectively with their emotions, students default into primitive fight or flight strategies. Because of a student’s inability to feel socially equa...
Since the matter was a first for the student, no serious action was taken and was just given a day suspension from the class to cool off. The second incident, a student passing out, introduced me to how medical emergencies were reported and handled. The incident had started in the C4 building while I was posted at a desk with another security officer, with a call coming in about someone fell and became unresponsive. After the call came in while the other officer grabbed the medical kit and medical forms, I rushed to the elevators and had one ready to go when the officer was ready to go up. When we got to the person, we found them already being help by other Ivy Tech staff members, and saw that the person had started to respond to the staff by looking at those who were talking to
about it, if a student is going to harass someone they are going to do
The aforementioned are example of student trauma, that can lead to further bad behavior and many harshly repeated reprimands targeted toward so-called problem students, for minor infractions that use mean a visit to the principal’s office or staying after
physical danger but also mental abuse by other students and teachers. Rules train you by
As an educator, it is crucial to make school a safe haven for students. A learning environment should always feel safe, for Arianna and all other students, in order to supply a student with a comfortable and trusting environment. I would strive to eliminate harassment and bullying, inside and outside of the classroom. In Arianna’s case, the lack of awareness of bullying being present, has jeopardized her learning experience, and could potentially cause the student to lose interest in education and lasting effects, developmentally.
There are quite a few patterns of behavior that have been interfering with this student’s school success. The one that I would like to focus on for this case study is this student’s aggressive behavior. We have been in school for approximately 9 weeks now, and each week we have seen some type of aggressive behavior from this student. This behavior is not accidental, it is intentional. He is not only being aggressive towards other students in the class, but also towards the teachers and the principle of our school. An example of this behavior was last week during our “jobs” part of the day after lunch. This boy was sitting in his listening spot on our gathering carpet and suddenly turned around, grabbed another students’ head, and slammed it into the hard floor. When I removed him from the rest of the students shortly after this incident he started to kick and hit me.
Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an
Being the principal, I will take care of the teacher’s issue related to this incidence after handling the students’ issue. On separate occasion, I will summon the teacher and inform him of his possible violation to the Midland Independent School District (2015) Standards of Conduct pertaining to observing all safety rules and regulations and reporting injuries or unsafe conditions to a supervisor immediately. I will inform him also of his possible violation to the Texas Educators’ Code of Ethics Standard 3.5 about not intentionally, knowingly, or recklessly engaging in physical mistreatment, neglect, or abuse of a student or minor (Midland Independent School District, 2015). His entering into the restroom, seeing the assault, but leaving so quickly without reporting the incidence is a sign of neglect to the safety of the freshman being assaulted. As a consequence, I will officially reprimand the teacher by making him sign a reprimand memorandum that may be a basis for his job termination if he continues to exhibit negligence to the safety of our
Each and every teacher in the modern world encounters the students who are hostile-aggressive in his or her class room. These are the students generally considered as "problem children." They often have Attention Deficit Hyperactivity Disorder, emotional or behavioral disorders, or are below grade level in achievement. They are capable of dominating and controlling others through intimidation and irrational, often explosive behavior. This paper looks at the characteristics of the classic hostile-aggressive
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,