School Age Observation

I observed sic in his fourth grade classroom during a science lesson. Mark is an reasoning(a) ten year old child, but he has a exhausting time paying economic aid to his teacher. He likes to get a fold of attention and when he gets bored he turns his focus to other harmful matters, such as, throwing pencils up into the ceiling. Throwing pencils in the ceiling has gotten him in trouble more times, and once he was kicked come in of the classroom for it. When he becomes un touch oned he bides paying attention to instruction completely.When he is bored, he needfully to find a nonher activity to fill the void, and that activity will be something that distracts the teacher and his classmates two characteristics that make it interesting and entertaining to him. From my observations, I gestate Marks demeanour problems are the result of a leave out of attention and disinterest from the people in his life, and a general superstar of laziness and intimidation for tasks that seem d ifficult. Mark comes to school with an unclean demeanor (dirty clothes, messy hair, looking like he has not bathed) and without the proper tools to actively complete his assignments.For example, he comes to school without any pencils or paper and his back pack is a mess of old crumpled papers. Marks behavior problems decreased as his teacher had time to give him one on one attention and break down his tasks into smaller assignments while cock-a-hoop him encouragement and the sense of working hard and having accomplished something. Mark contemplate well, but at a slow pace that would become foil to him. He stumbled over words and his classmates had annoyed looks on their faces as he took so long to read a paragraph aloud.His teacher also realized this and later took the time to explain the textbook pictures and figures to him so he could visualize the content he was reading about. His teacher told him that if he becomes bored of the assigned work of looking up vocabulary words past he should switch tasks for a few minutes so he push aside take a break. When he would start to lose interest he would start trying to talk and get the others attention. He would stop his work, look around, and then call out, This is boring to the kids around him. There was a boy sitting next to him at his table that he would poke with a pencil and laugh at when the boy would get mad. He also spent a lot of time staring out the window and digging a groove into his pink erasure with his pencil. When his teacher was able to come and give him one on one attention he was attentive and looked at the teacher as she talked. Marks teacher creates a to do list for him so that he can promise things off as they are completed.At the end of the particle Mark was able to check off several things from his list, and he was lofty that he was able to complete so many things. He bragged to his classmates at his table by showing them his list so they could see everything that he had finished. Mark is not a mean child, nor does he want to woe others, but he needs more positive attention in his life. With the absence of positive interest from those around him, he seeks out anything he can get, which naturally ends up being the negative attention.His teacher does not always have the time during a lesson to cater to Mark, but she tries to check on him frequently because of the results it brings. After he was given extra patron and saw what he was able to accomplish when he set his mastermind to a task the effects began to show in the classroom. Of his own initiative, Mark took out a piece of paper and started taking notes once his mathematics lesson began. He teacher commented to me that that does not happen very often.