As you learned in the module on the acting-out cycle, Ms. Rollison is having trouble with two of her students, Patrick and Tameka. Her knowledge of the acting-out cycle has helped her to understand that Tameka’s noncompliant behaviors are triggered by writing activities. While she understands Tameka’s frustration with writing, she knows that Tameka must still master the grade level writing standards, and wonders how to increase her compliance on writing tasks. Patrick’s behaviors are a little more difficult to manage. After talking with Patrick and engaging in other debriefing activities after his outbursts, she has figured out that his misbehavior is often triggered by events in his home. He tends to act out if he’s gotten in trouble at home and lost some privileges or if his older brother has been picking on him. Ms. Rollison understands that she has little influence over this aspect of Patrick’s life. However, she really needs to reduce the number of emotional outbursts that Patrick engages in during school, as well as increase his time on task.
Here is your challenge:
What aspects of these students’ behaviors do you think Ms. Rollison should focus on?
Who can Ms. Rollison go to for help?
What can Ms. Rollison do to encourage initial compliance to her requests?
What techniques can Ms. Rollison use to manage the disruptive and non-compliant behaviors of students like Patrick and Tameka?