Appropriate Behavior Expectations Case Study Read the IRIS Center's Norms and ExpectationsPreview the document. Review the case study labeled “Level A Case 1” and the STAR sheets. Then, write a paper in which you:
Identify and describe three expectations for appropriate classroom behavior for young children with examples for each. Critically analyze Ron’s challenging behaviors to determine contributing factors (as presented in Level A Case 1). Construct two specific strategies for addressing Ron’s challenging behavior, describe the implementation plan and desired outcomes. Your paper must be at least one page in length (double-spaced, not including title and reference pages) and utilize APA formatting. It must cite at least two scholarly resources (including the course text). Citations must be properly formatted in APA style.
This is the case study
NORMS AND EXPECTATIONS CASE STUDY LEVEL A • CASE 1 Background Student: Ron Grade: 1st Age: 6.8 Context: 10 weeks into the school year (mid-October) Scenario On the first morning of the school year, Ms. Bosco greeted each first grader at the door with a smile. She introduced herself and asked the student’s name before leading the student to his or her assigned desk and helping to place the student’s things there. She then asked for the student to have a seat with the other first graders on the carpet at the front of the room. She showed the student an X with the student’s name written across it as his or her special seating spot. The Xs formed a circle on the carpet. When all the students were seated, Ms. Bosco played a game with the group to help her and the students to learn each other’s names. She also asked each student to share one special fact about him- or herself. She then moved into a reading lesson with the class. On the second morning of the school year, Ms. Bosco greeted each student by name with a smile at the door. As they entered, she asked them to place their things on their desks and then sit on their Xs at the carpet. When all students were seated in the circle, Ms. Bosco played a game to help her and the students review each other’s names. She asked each child to identify something special about his or her neighbor to the right. She then asked two students to model for the class how to enter the room at the start of each day, put their things away, and be seated on their Xs at the carpet. Ms. Bosco then moved into a reading lesson for the day with the class. In mid-October, Ron moves into Ms. Bosco’s class from another school district. On his first day, his registration process takes about thirty minutes, so he does not get to join the class until after the reading lesson is already in progress. When the intercom announces they will be receiving a new student, Ms. Bosco interrupts the reading lesson to welcome Ron, meet his parents, and help Ron put his things into his desk. As Ms. Bosco helps Ron find an open space in which to sit at the circle with the rest of the class, she tells Ron that the class is trying to find rhyming words in the story she has read aloud. She then continues the lesson with the class. In this lesson and throughout the day, Ron appears to be distracted and starts misbehaving. On Tuesday morning, Ron comes to the classroom and goes immediately to the aquarium at the back of the room to watch the fish. When the bell rings to start the day, he leaves his things at the aquarium and comes late to the circle, pushing to sit between two students even though there is an empty space available. Ms. Bosco tells Ron to have a seat at the empty space and then begins the morning routine. By the start of the reading lesson, Ron is sprawled across the carpet, making noises, and bumping into his neighbors. The students seated around Ron begin complaining to Ms. Bosco about his behavior. http://iris.peabody. 6 When the class goes to the music room for its morning specials class, Ms. Bosco tries to reflect on Ron’s behavior. She reads through the materials that were sent by his previous school and finds that Ron’s previous teacher had noted he was easily distracted, especially during transitions. Ms. Bosco then
sets the following goals for Ron to meet by the end of the week: • Increase Ron’s sense of membership in the classroom community by having him sit with the class on the carpet in a listening position and by helping him use each of his peer’s names and helping them to use his • Increase Ron’s understanding of and commitment to the established classroom norms, beginning with the morning routine, by having him follow the class’s established procedures Possible Strategies • Stating expectations clearly • Implementing classroom rules and procedures
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