When I began to read the scenario where Joey was in it brought me back to some experiences that I saw when I was in school, not really with my experience as a teacher in the room since I work with smaller children, but I do see similar characteristics in some children. In my opinion the teacher should have gone to his desk to reassure him that he must listen and be attentive in class in order to hear the directions for the class assignment, Not ask him to go to her desk because thinking back to one of our class discussions the professor mentioned that the walk to your desk can be embarrassing and humiliating to the student. Now after I would have reassured him and make sure he knew what to do, if he decided other wise thats when I would have called for more support, although I know its really hard as a human being not even a teacher to keep your cool after you have explained the assignment and he was not listening.
Chapter 2 spoke about having a list of unsolved problems and how to solve them, I think thats a great idea because you can target all of your unsolved problems one at a time, and be organized instead of making your own self have many things in your head. Last year I was working with a child who had social emotional and behavioral problems. So we tried by having a sheet of what sets him off kind of like the problem solving plan chart on page 33, the time, and the action. This helped us see that most of his behavioral outbursts were occurring during transitions. So we created a chart for his use to take with him during the day knowing what comes first and next, which he had with him and he knew it was his responsibility to keep track and of course we guided him throughout the day to keep him updated.
Question: Do you think you'll be able to keep up with these sheets if you have like 5 kids who have behavioral challenges? Will it be easy?
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