SED 340-01

Classroom Management and Parent Conferencing

Written Response to Two Problem Behavior Scenarios
Richard King, Ph.D
Rubric
Immediate response is appropriate:
Long term plan is appropriate:
Rationale for plan is appropriate
Writing conventions:

1 point
1 point
1 point
2 points
5 points possible for each scenario
10 points possible for assignment

Due: April 7

Scenario 1
As the students line up to go to lunch, Kenny races to the front of the line, pulls the
leading student by the shirt and shouts, Im first. When another student bystander protests,
Kenny pinches her.
What is your immediate response?
My immediate response would be to make eye contact with the student and remove the student
from the situation. I would explain to the student that we must act appropriately in the line.
Privately, I will explain that his actions were wrong and we will be calling his mother. I will then
let Kenny explain his actions. I will also explain that during recess today we will be creating
behavioral contract together. Kenny will then be instructed to go to the end of the line.

What is your long-term plan for Kenny?

During recess Kenny and I will create a long-term behavioral plan. The plan will consist of
specific, or dangerous behaviors such as pinching. We will review the rules for Kenny and state
that he must follow all of the rules. Some of the rules will include keeping hands to oneself, and
following the procedure for lining up. We will work together to create consequences for
breaking the rules and reinforcements for following the rules. As a teacher I will review the rules
for all of the students and keep data of the students who act out. I will instruct the students to line
up in line, in the order I call them. I will also implement a line leader for each week so there is no
confusion about who is first in line.

What is your rationale for this plan?

My immediate response was to implement P.E.P. (Privacy, eye contact, and proximity). P.E.P. is
important because this allows the teacher to respond to a childs behavior while preserving the
childs (and the teachers) dignity.

When students help create their own behavioral contact they fully understand what is at stake
when they break the rules. I made a line leader for each week so the students will not be
confused about who is to lead the line.

Scenario 2
Lacey has been sitting at her desk, staring at her writing prompt for 45 minutes. You
have spoken to her twice already. The first time she responded by telling you she was a little
sleepy. The second time she complained that she hates to write because she just cant do it-can
you help me? As you approach her the third time, she says she has a stomach ache and head
ache and asks if she can go to the Nurse.
What is your immediate response?
My immediate response would be to send Lacey to the nurse. However, I would call (or write a
note) the nurse and give her a heads up about what has been going on in the classroom. I would
also document her behavior for the future.
What is your long-term plan for Lacey?
My long-term plan would be to meet with Lacey privately and determine her understanding of
the writing assignment. I would then provide Lacey with differentiated instruction for writing.
While meeting with Lacey, we would come up with a certain private sign that she could do when
she does not understand the material. Such sign could be setting her pencil down and making eye
contact with the teacher.

What is your rationale for this plan?

I believe the function behind Laceys behavior is to attempt to avoid the task. However, at first I
would send Lacey to the nurse because with the way she was acting she could very well be sick.
My other rational for this plan is Lacey may not be a strong writer and may need extra help. In
my opinion when Lacey makes multiple excuses she is trying to hide the fact that she doesnt
understand the material.