Observation Of Off-Task Behavior

When observing student A during his literacy lesson rug time instruction, I take note of what is going on before his off-task behavior begins to erupt. The three times student A gears his attention to something else in the classroom is when the teacher is giving directions, while the class is having a discussion, in other words when the teacher asks a question and the kids respond by raising their hand, and finally when the teacher is lecturing or informing the students on a topic. Within those three scenarios, I noticed that student A’s problem behavior happens the most during class discussion, when the students are interacting with the teacher. Since I have been observing student A for seven weeks I have come to know that his weakness in school is literacy and phonics. These are the things being taught …show more content…
Out of these three consequences the one that is used most common is the teacher re-direct. When the teacher re-directs student A she will give him warnings, in addition to telling him to stop engaging in his off-task behavior. Often times she will stop what she is doing to stare at him until his attention is focused back on the lesson. This is a positive consequence for student A because instruction is being paused and delayed. In these instances I believe that student A is trying to escape from work that he cannot do because most of the time his off-task behavior starts during literacy instruction, which is his weakness. However, although the teacher majority of the time re-directs student A herself, the teacher almost equally has him go back to his seat. This type of consequence can be considered positive because the teacher is stopping class to focus her attention on the student while also removing him from the lesson he does not want to be apart