Tiffany D.

Byrd ECI 471: Educational Implications of Learning & Developmental Theory Student Profile Project June 30, 2011 Teaching is more than creating lesson plans, grading, instructing, assigning homework, and administering tests. Teaching is also about knowing your students on an intellectual, behavioral, cultural, and socioeconomic bases, as well as, helping students learn and develop to their fullest potential. As a teacher I anticipate the interaction and management of various types of student personalities and temperaments. For instance, I expect some students will be independent, disciplined, sociable, helpful, secure, or an overall easy child. On the other hand, other students will be the complete opposite--conforming, impulsive, reserved, uncooperative, insecure, or simply put, a relatively difficult child. Then somewhere in between I will find a number of students between easy and difficult, or slow-to-warm children (Chess & Thomas). Regardless of the students personality and temperament, as a teacher I must identify, test, and implement strategies to overcome a students demonstrated behaviors and characteristics in an effort to effectively facilitate the students instruction and learning. Take for example, Willie Wanting, one of my students. Willie is not the typical middle school student. Willie cries when he gets a wrong answer on a test, quiz or in class discussion or when things do not go exactly the way he wants them to go; whines often; complains a lot about unjust treatment; sometimes refuses to implement spoken or written instruction because supposedly a parent doesnt want him to; selfishly withholds school equipment; tattletales; becomes overly distraught when reprimanded; demonstrates I wont try unless youre here attitude; uses negative behavior to get attention; often times exhibits passive-aggressive behavior; tries to be physically near me as often as possible; and constantly seeks help. Willie could easily be classified as a difficult child, or one who reacts negatively, cries frequently, and slow to accept change (Chess & Thomas), and also as one unable to regulate and control ones emotions and behavior (Santrock). As such, my strategic course of action to work with Willie is three-fold: (1) show attention and concern for Willies needs, (2) teach Willie how to regulate and control his emotions and behavior, and (3) facilitate his instruction in my classroom (Santrock). Therefore as Willies teacher, my initial approach is showing Willie attention and concern. Based upon Willies characteristics, Willie seeks attention, specifically my attention. For instance, Willies cry outbursts, use of negative behaviors, asking for constant teacher assistance all indicate Willies need for attention and belongingness. To the extent these needs arent addressed and compensated, Willie will continue to engage in disruptive behavior. So the moment Willie seeks attention I would immediately address and manage the situation authoritatively. For example, as soon as Willie engages in any undesired behavior, I would ask to speak with him outside of the classroom and sternly communicate the class rules and regulations as well as my expectations. Specifically, I would communicate to Willie that acting out or engaging in
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any form of disruptive behavior is unacceptable and not tolerated. As his teacher, I respect my students and I expect my students to respect me as well as their fellow classmates. Our mutual respect is violated when either me, Willie, or another student engages in disruptive behavior interfering with a sound environment conducive for learning. I would also use additional commentary to acknowledge Willies efforts, advocate similar future actions, and build Willies esteem. For instance, I would add: (1) how proud I am of him for demonstrating effort on assignments and participation in class discussions; and (2) encourage future effort and participation---consistent effort eventually produces results. My second approach involves teaching Willie how to regulate and control his emotions and behavior. Furthermore, Willies ability to regulate and control his emotions is an important skill and necessary for his development (Santrock). Males, such as Willie, tend to show less self-regulation than their female counterparts (Eisenberg, Spinrad, & Smith, 2004). As a result, males typically project greater aggression, teasing of others, overreaction to frustration, low cooperation, and the inability to delay gratification as evidenced by Willies characteristics (Block & Block, 1980). For example, Willies refusal to do something because supposedly a parent doesnt want him to, his tendency to be selfish with school equipment, and the use of negative behavior to attract attention, all reflect poor emotional regulation and control. I would teach Willie how to better regulate and control emotions by being an example meaning I would be careful to regulate and control my own emotions when handling confrontations and/or behavioral issues with Willie, or any student. Next, I would direct him to journalize his feelings, from which we can collectively review, discuss, and brainstorm alternative ways to manage and express his emotions. For example rather crying or misbehaving or initiating altercations with other students, I would re-direct that energy to assisting me by passing out assignments, cleaning the chalk/dry-erase board, and other small fulfilling tasks. I would treat Willies assistance as reinforcement for demonstrating positive behavior. Lastly, as a teacher, I would continue instructing Willie as usual with the limited utilization of one-on-ones. Willies characteristics do not suggest a learning disability but rather a behavioral complex. As such, I would make consistent strides to affirm, encourage, and promote Willies efforts and positive behaviors via reinforcements and punishments. For example, when Willies actions are indicative of desired behaviors, I will commend Willie and extend his in-class responsibilities. On the other hand, when Willie demonstrates less than desirable behavior I will verbally, in private, reprimand him, and communicate his actions arent reflecting the greatness of his person nor of a teacher helper. Overall, Willies characteristics, though challenging, in my opinion are moldable and can be modified to conform to more acceptable behavior. Willies wanting or need for attention should be addressed by showing attention and concern for his needs, but also teaching and developing his emotional regulation and control.