IC Problem-Solving Stage Of A Problem Identification Process In The Classroom

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1. IC Problem-solving stage: In this problem-solving model, I am currently engaged in the problem identification process with Mrs. V and Mrs. C. In problem identification, Mrs. V voiced some concerns that she is having with her student Bingo in her classroom. Mrs. V expressed that Bingo has been verbally abusive and threatening towards other students. Students have approached her after recess complaining that Bingo called them inappropriate names. She also expressed how Bingo does not understand the concept of personal space. He would do obnoxious things to other students such as wiping his dirty hands on another student along with other inappropriate behaviors. Other students are afraid of Bingo, and avoid contact with him. We discussed …show more content…

I paraphrased at the very end of our conversation, and there was a lot of information the teachers shared. I should have broken down the paraphrasing to make sure everything is accurate. Also, in my last interview, I used words such as “so” and “um”. I have noticed myself doing it again during the interview, even though I was trying to avoid using those words. During the session, the use of language that was used to speak to the teachers showed a success. I was very proactive in asking questions and clarifying answers to make sure I receive accurate and relevant information. I also focused on perception checking, which is an important step in problem identification and it helps build rapport with the teachers. I have noticed that Mrs. V felt more comfortable with me because I didn’t judge her about her decision to keep the student in the back and avoiding contact with him. Although, I did not typically agree with her method, I tried to be understanding. She has a lot of students and it becomes very stressful when one student exhibits such disturbing behaviors in class. Perception check shows that you are concerned about the person, and consider their thoughts and/or …show more content…

In this step the consultant and consultee will have a baseline to see how Bingo is performing, and where he should be compared to his peers. Our goal is to collect data on Bingo throughout the day for two weeks. Once we have enough data collected to create a baseline, we can discuss different possible interventions that may work for Bingo. We can begin brainstorming different strategies that would be beneficial for Bingo. In order to complete this, the teacher’s knowledge of Bingo’s strengths and weaknesses are very important. We will discuss our goals, come up with a plan and make sure we agree on the most effective process. I have discussed with my supervisor about doing the problem identification with both teachers. She insisted that it is a good idea, because I can obtain different information from both teachers. Although the other teacher is not expressing the same concerns, there may be antecedents that we are not aware of at the moment. Therefore, the more data we have, the better it is for our case. Further, I will complete observations on Bingo during structured and unstructured environments to gather more data on his behavior. The next time I meet with the teacher, I will provide them with data collection

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