Student Case Study

zBy: Nicolette Nelson

EDI 310-02
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Participant
Information

 Name: Henry (pseudonym)

 Age: 12

 Ethnicity: Caucasian

 Home life: Both parents but mom is the one we

communicate with. And a younger brother

 Academic strengths: reading ability

 Student has an IED = emotional disability

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Classroom Context
 In-person Class

 Moved to online for two weeks due to COVID

 First hour = 17 Students

 Student is in first hour

Student desk is
 Layout is individual desks that are 3ft away from each desk in any direction
there
 Student is at an individual desk between my CT desk at the back of the room
and my desk at the front of the room.

 Class Routine

 Bell Ringer  Good Things  Class activity  Clean desks

 Expectations

 The student will follow directions for the day

 Complete in class work

 Not sleep

 Not disrupt class

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Description of Behavior and Strategy #1
Behavior

 Student not behaving respectfully in class

 Mouthing back to my CT and I
 Interrupting class

 Not wearing mask properly

Strategy

 Take student into the hall and have a one-on-one

conversation
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Analysis and Reflection of Strategy #1

 Analysis
 The issue was addressed to the student by my CT in the hall away from other students
 My CT offers a refresh moment where student takes a breath in the hall and then joins class again
 Daily reminders about mask wearing

 Reflection

 Talking to the student in the hall worked for my CT but didn’t work for me when I taught the
class as a sub. I like the idea of a refresh moment where the student regroups and comes to
class. When it comes to mask wearing the school policy is a three-strike rule with reminding
and I don’t think doing it everyday a good use of time and students already know the
expectation and I feel this student is doing it for attention, but we can't not address it
because it’s a health hazard right now.
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Description of Behavior
and Strategy #2
Behavior

 Head down on his desk pretending to sleep

 Not participating in class activities

 Not completing in classwork

 Not turning work in

Strategy
 Student Bucks – Reward System
 Students face is printed on paper to look like money
 Student can trade in those reward slips for rewards
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Analysis and Reflection of Strategy #2
 Analysis

 Bribery method was created by the dean of students to manage students' behavior in
all classes

 Daily emails to his mother to keep her informed how he did in class and daily activity/
homework

 Reflection

 I think the management strategy is working to a point where the student is engaging
in class more because he knows he gets an award but now he expects a reward after
everything he does that’s deemed good. So when the reward doesn’t come quickly,
he goes back into the behavior that is not allowed in class.
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Conclusions

 Student likes to learn but feels he shouldn’t have to do

homework if he doesn't understand it

 Student knows that whatever homework isn't completed in class

his mom will do it at home or there is no late consequences for
turning in late

 Student appears to act out in class to get attention whether its

positive or negative
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Recommendations
 Individual attention
 When my CT would allow him to sit with her at her desk, he was
very productive and kept behaviors under control

 Give student a seminar period where he can work with an

individual teacher to complete assignments

 Parent meeting where the teacher specifically talks to the

parents face-to-face or zoom with child present to address the
problems without middleman
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References

 Book: Classroom management for middle and high school

teachers