I need help with this question.
Mr. White is having circle time with
his first grade class. He is discussing
the "th" blend and what words can be
made by using this sound. He notices that after about five minutes, Mike is getting restless and not staying in
his spot.This is irritating several boys in the group who begin poking at him.Mike has developmental delays. Mr. White must do something to get the lesson under control. Which would be the best solution to the problem?
A. He should ask the boys who are poking
Mike to apologize and send them to a
thinking spot until they can control
themselves.
B. He should ask Mike to come forward
and ask him to write down the next
word the class suggests for the
"th" sound.
C. He should move Mike away from the
other boys and allow him to choose
a new spot in the group.
D. He should give the children who are
not fidgeting praise for sitting
appropriately, hoping that Mike
will want to receive the positive
reinforcement and settle down.
Would "B" be an appropriate solution to
the problem? I know with Mike having
develpmental delays you would want him
to feel good about himself. Please give me some input here. Thank you!!
I think B is probably correct.
=)
I agree. I am not certain what "developmental delays" means, it sounds like a politically correct term for something we have dealt with a long time.
Dont eat your sisters cupcake...But Mom, Its OK, I am developmentally delayed. :)
I think B. because it would make the feel better if he wanted to do it to make him self feel better
I also think B is correct.
I would pick "D" because the positive praise toward the other children would probably be enough motivation to get him to change his behavior. The answer "B" is questionable because if child has a language delay or is very shy, he or she would be put in a position for failure or ridicule. It would definitely depend on the child.
To determine the best solution to the problem, let's analyze each option:
A. Asking the boys who are poking Mike to apologize and sending them to a thinking spot until they can control themselves. This solution addresses the immediate issue of the boys poking Mike but does not necessarily help Mike remain engaged in the lesson.
B. Asking Mike to come forward and write down the next word the class suggests for the "th" sound. This solution involves actively engaging Mike in the lesson and giving him a task to focus on. It can be beneficial for Mike to feel included and contribute to the class.
C. Moving Mike away from the other boys and allowing him to choose a new spot in the group. This solution aims to separate Mike from the distracting boys and provide him with a more conducive learning environment. It may help him focus better during circle time.
D. Giving the children who are not fidgeting praise for sitting appropriately, hoping that Mike will want to receive the positive reinforcement and settle down. This solution focuses on using positive reinforcement to encourage Mike to exhibit appropriate behavior. However, it may not directly address Mike's restlessness and engagement in the lesson.
Considering Mike's developmental delays, it is essential to consider his individual needs and preferences. Option B stands out as it actively involves him in the lesson and allows him to make a meaningful contribution. However, it is essential to gauge whether Mike is comfortable with this level of participation. If he has language delays or shyness, Option B may not be the most suitable option for him. In that case, other solutions, such as C or D, might be more appropriate.
Ultimately, the best solution would depend on the teacher's knowledge of Mike's specific needs and capabilities. It would be beneficial for the teacher to have a conversation with Mike or consult with other professionals to determine the most suitable approach for him in this situation.