HUMAN DEVELOPMENT

At-risk behaviors that require intervention

            A withdrawn and early antisocial behavior is one of the at-risk behaviors that is evident accordance with the description of the student and the manner in which the student behaves when around other people. For the case of the student, the potential sources of withdrawn behavior could be from frustrations, loneliness, pressures, and conflicts. Frustrations have been imposed by the loss of the family member and performance that less than the required expectations of a sixth grader. Loneliness is evident by the absence of social confidence and his unwillingness to make social contacts with other peers. The pressure is mainly derived from the family expectations and the conflicts arise from the decision between working for the family and undertaking studies. Emotional distress is problematic since it serves to divert the student’s attention from schools and puts the student in a confused state due to the increasing pressures (Rogers, 2011).

The second at-risk behavior facing the student is communication behaviors, which is developmental disorder that is notable by extreme levels of inattention, increased activity and impulsivity that is likely to be propagated to later stages in life. Communication at-risk behavior can be noted in relation to how the student interacts with other peers and the inability of the student to exhibit age-appropriate directions such as reading difficulties at the sixth grade. In addition, students having attention deficit disorder usually have difficulties in complying with the rules (Ming-Tak & Li, 2007).

The third at-risk behavior that the student is facing is social deprivation. This is evident by the fact that the student shows a limited interest in learning due to the increasing lack of attention, inability to socialize with his classmates and the fact that student reads at sixth-grade level and has poor oral reading skills. Social deprivation is a significant barrier to effective learning and social interaction within the classroom context. It also affects the student’s perception towards education, and how he/she interacts with other students in the classroom context (Rogers, 2011).

Instructional interventions that can be implemented during the regular school day to address the above at-risk behaviors

            With regard to A withdrawn and early antisocial behavior, the teacher should deploy strategies that aims at redirecting the students behavior and enhance positive interaction and communication with his peers. This can be achieved through group interactive learning that requires active participation of each student. The student should be encouraged to develop personal interest for the academic work; this can be achieved by motivating the student through highlighting the various ways through which student can deploy what he/she has learned to overcome the practical problems that he/she is currently facing outside the classroom context. The second classroom intervention to address a withdrawn and early antisocial behavior is to implement social and emotional learning within the classroom, whereby classroom learning is a collaborative effort between the student, parents and guardians and their peers. The third instructional strategy to address emotional distress is to engage the classroom in physical exercises; this can be used for reducing the social pressures that affect the student outside the classroom context.

With regard to communication problems, the first instructional intervention will incorporate group learning and engage the student in the learning process. Group learning ensures that the student actively participates when compared to the case of individual learning. Another element of the instructional intervention is to use the aspect of social skills instruction in order to eliminate the refusal to answer direct questions and get him to engage in collaborative learning with his peers. This can be effectively implemented using peer pairing in the classroom. The second instructional strategy to address the at-risk behavior associated with communication problems is to engage the students in rigorous assessment and questions during after the lessons, and impose strict consequences regarding the failure to undertake the exercises seriously; this will enhance mental engagement of the students and ultimately increase attention in the classroom. The third instructional strategy is to address the issue communication problems is to use interesting teaching techniques that entail gestures and visual aids in order to eliminate instances associated with sleeping in the classroom (Ming-Tak & Li, 2007).

In order to address the problem imposed social deprivation, it is vital to adopt an interactive form of teaching, which engages the student in a collaborative and social learning (Rogers, 2011). This can be implemented through designing active and hands-on classroom activities and develop bridging lessons in order to help in the assessment of how much information the student has learned concerning the next lesson. The second instructional strategy to address social deprivation is to ensure that the students is positioned in front of the classroom whereby he/she is in direct and close contact with the teacher. Getting the student to be actively involved in class work can be helpful in overcoming social deprivation. The third instructional intervention involves the use of week assessment and evaluation tests to monitor the progress of the student with regard to the academic performance and the level to which outside pressures affect his academic performance (Ming-Tak & Li, 2007).

HUMAN DEVELOPMENT

At-risk behaviors that require intervention

            A withdrawn and early antisocial behavior is one of the at-risk behaviors that is evident accordance with the description of the student and the manner in which the student behaves when around other people. For the case of the student, the potential sources of withdrawn behavior could be from frustrations, loneliness, pressures, and conflicts. Frustrations have been imposed by the loss of the family member and performance that less than the required expectations of a sixth grader. Loneliness is evident by the absence of social confidence and his unwillingness to make social contacts with other peers. The pressure is mainly derived from the family expectations and the conflicts arise from the decision between working for the family and undertaking studies. Emotional distress is problematic since it serves to divert the student’s attention from schools and puts the student in a confused state due to the increasing pressures (Rogers, 2011).

The second at-risk behavior facing the student is communication behaviors, which is developmental disorder that is notable by extreme levels of inattention, increased activity and impulsivity that is likely to be propagated to later stages in life. Communication at-risk behavior can be noted in relation to how the student interacts with other peers and the inability of the student to exhibit age-appropriate directions such as reading difficulties at the sixth grade. In addition, students having attention deficit disorder usually have difficulties in complying with the rules (Ming-Tak & Li, 2007).

The third at-risk behavior that the student is facing is social deprivation. This is evident by the fact that the student shows a limited interest in learning due to the increasing lack of attention, inability to socialize with his classmates and the fact that student reads at sixth-grade level and has poor oral reading skills. Social deprivation is a significant barrier to effective learning and social interaction within the classroom context. It also affects the student’s perception towards education, and how he/she interacts with other students in the classroom context (Rogers, 2011).

Instructional interventions that can be implemented during the regular school day to address the above at-risk behaviors

            With regard to A withdrawn and early antisocial behavior, the teacher should deploy strategies that aims at redirecting the students behavior and enhance positive interaction and communication with his peers. This can be achieved through group interactive learning that requires active participation of each student. The student should be encouraged to develop personal interest for the academic work; this can be achieved by motivating the student through highlighting the various ways through which student can deploy what he/she has learned to overcome the practical problems that he/she is currently facing outside the classroom context. The second classroom intervention to address a withdrawn and early antisocial behavior is to implement social and emotional learning within the classroom, whereby classroom learning is a collaborative effort between the student, parents and guardians and their peers. The third instructional strategy to address emotional distress is to engage the classroom in physical exercises; this can be used for reducing the social pressures that affect the student outside the classroom context.

With regard to communication problems, the first instructional intervention will incorporate group learning and engage the student in the learning process. Group learning ensures that the student actively participates when compared to the case of individual learning. Another element of the instructional intervention is to use the aspect of social skills instruction in order to eliminate the refusal to answer direct questions and get him to engage in collaborative learning with his peers. This can be effectively implemented using peer pairing in the classroom. The second instructional strategy to address the at-risk behavior associated with communication problems is to engage the students in rigorous assessment and questions during after the lessons, and impose strict consequences regarding the failure to undertake the exercises seriously; this will enhance mental engagement of the students and ultimately increase attention in the classroom. The third instructional strategy is to address the issue communication problems is to use interesting teaching techniques that entail gestures and visual aids in order to eliminate instances associated with sleeping in the classroom (Ming-Tak & Li, 2007).

In order to address the problem imposed social deprivation, it is vital to adopt an interactive form of teaching, which engages the student in a collaborative and social learning (Rogers, 2011). This can be implemented through designing active and hands-on classroom activities and develop bridging lessons in order to help in the assessment of how much information the student has learned concerning the next lesson. The second instructional strategy to address social deprivation is to ensure that the students is positioned in front of the classroom whereby he/she is in direct and close contact with the teacher. Getting the student to be actively involved in class work can be helpful in overcoming social deprivation. The third instructional intervention involves the use of week assessment and evaluation tests to monitor the progress of the student with regard to the academic performance and the level to which outside pressures affect his academic performance (Ming-Tak & Li, 2007).

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