Part A.
Bridgett appears to be a perfectionist when it comes to her work. In this case she needs constant validation that her work is done correctly. These kinds of students demand most attention because they are afraid of not doing well.
Bridget’s behavior is disruptive because she is in constant need of the teacher’s attention. There may be other students who need help, and with Bridget constantly needing the teacher’s help takes the teacher away from the instructional process, and the disruption can impact on the class concentrates.
A possible antecedent in the behavior could be afraid of failure. Maybe the student has pressure from home that explains her constant need for perfection and validation. She may also suffer from low self-esteem. Low self-esteem can reflect on students being unsure of their own work in the classroom. There are many factors that could explain why Bridget engages in this kind of behavior in the classroom.
A possible consequence of the behavior is making other students feel isolated in the classroom. Students may also feel as though the teacher is showing favoritism. A possible consequence for the student is dependency. Bridget needs to have confidence in her own ability to complete her work.
As an intervention, the teacher can develop a questionnaire assessment that links the idea of self-esteem to the student. When children struggle with academics at any level, intervention should be early and appropriately matched to the skill deficits. Using assessment to foster effective instruction is hardly new” (Casey, Robertson, Williamson, Serio & Elswick, 2011, p. 40.) Maybe the student suffers from low self-esteem and it is a direct impact on her grades. “A general assumption is that low self-esteem correlates positively with low academic achievement, and high self-esteem correlates positively with high academic achievement” (Imran, 2013).
If the teacher used an instructional intervention suggested in the class and readings, then maybe the student would become more self-directed. A lot of times students who are overachievers, they are more than likely unsure about their academic work, and they need constant validation that they are doing well. However, an instructional intervention like assessing ones work and learning can lead to more positive outcomes for the student and the teacher.
Part C.
In order to create an emotionally safe learning environment for Bridget, the teacher could use group learning as a brief intervention. Experts believe that brief intervention is good for probing in order to see if a situation will play out effectively (Casey et al., 2011). In this case a group can share ideas and work on their weaknesses together. This fosters an environment of understanding. Sometimes children believe that they are the only ones who struggle in a particular subject area. Of course this is not the case. Even if Bridget is an overachiever, being in a team environment can allow her to give constructive feedback to her fellow classmates. Whatever the situation is with Bridget in terms of why she wants added attention from the teacher, teamwork can help to overcome the consequences of this behavior.
Another instructional method the teacher can use is self-checking work. Bridget can benefit from this in two ways. If she is doubtful of her work, she can do a self-check and gain understand of what she did not do correctly. If she is an overachiever, she can receive confirmation that she is doing well. Either way, both techniques can work for her. They allow her to be proactive not reactive. Using self-assessment to foster effective instruction is ideal (Casey et al., 2011).
Part D.
My personal philosophy of classroom management is about being a reflection of what I expect from my students. Self-management is extremely important when it comes to maintaining a positive learning environment. Remaining professional even in stressful times is important. I believe in self-control. In the case of Bridget, I would be patient with her, but remind her that it is important that she is able to perform her work consistently without a lot of self-doubt.
My ability to produce a desired result is rooted in my proactive nature. In order for students to do better, I have to expect it of myself. Researcher believe that “Teacher self-efficacy represents a future-oriented belief about the level of competence a teacher believes she or he will demonstrate when confronted with a given teaching task” (Bullock, Coplan & Bosacki, 2015, p. 175).
I believe that student engagement and motivation should start as soon as they enter my classroom. There should always be a positive start to begin the day. In order to motivate a student like Bridget I would use positive reinforcement. She appears to suffer from self-doubt. However, focusing on her strengths will allow her to build on her weaknesses. Providing constructive criticism can motivate students to do well. Engaging learners is not an easy task. However, it can be accomplished with enthusiasm. My motto is that I have to be passionate in my career. Being passionate about learning can be contagious. Children thrive off of positive learning environments.
For Bridget, I would incorporate technology strategies. For teaching and technology, iPads can be included with academic games that provide feedback. This will help Bridget overcome her need for confirmation, and or self-gratification. In terms of learning, technology can be incorporated in multiple ways. Depending on the subject, children can learn with simulation strategies. This can provide a hands-on learning experience (Bullock et al., 2015). Children are drawn to technology because it provides one on one engagement. The use of technology for children has sparked much debate over the years because it does involve individual interaction. Yet, this can prove to be positive for teachers. Technology also provides kids something to look forward to every day. It is a motivating factor in learning. It can also motivate children to challenge themselves academically. Therefore motivation does lead to positive outcomes.
References
Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators' psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175-183.
Casey, L. B., Robertson, J. S., Williamson, R. L., Serio, C., & Elswick, S. (2011). Spending instructional time wisely: A case study using brief intervention probes to determine the most effective strategy. Canadian Journal of Education, 34(3), 33-46.
Imran, H. (2013). Self-esteem manifestation in students with high and low academic achievement. Pakistan Journal of Psychology, 44(2).
