Yesterday we revisited keeping on top of behavior issues at PES. It is crucial that we complete forms when needed. How to differentiate between, what needs to be recorded and what not.
Then we looked at one student in our classes and come up with a plan.
I found it helpful to drill down on one child, identifying the behaviour we see, analyzing why and when the behavior pops up and deciding what the behaviour is that we want to see.
My focus student leaves the class, hurts others, yells out loud and refuses to do his work.
We identified that he craves adult attention as he did not go to school last year, and was with mum at home. He lacks social skills such as sharing, taking turns, following instructions and boundaries.
We decided to give him 10minutes adult time with our Learner Support. She plays a sight word matching game that he learned to love. We set up goals each morning which is easy for him to achieve and earns stickers. Goals such as line up, stay in class, gentle hands, etc.
He responds well with the stickers and is not leaving the class without permission.
I have now noticed that he tends to want to hog our learner support and demands all her attention. So now my focus has shifted a little as he now needs to do at least one learning activity in order to get the adult attention. The moment he steps back in line, I praise him and follow-through with my promise of adult time.
I'm hoping to get him to the point where he is able to participate in class activities and be able to have a healthy relationship with his peers so that he is no longer dependent on the adult attention only.
I think we get so busy that being given that opportunity to reflect on one student and really think about what is happening and why is really important. Especially, considering the function of the behaviour. It's great you've come up with a plan that meets the function of his behaviour and is gradually increasing the demands on him to meet his function (tolerable stress).
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