Alaina Wittke, Alyssa Alcazar, Charlotte Willy, Shane Hawke

SHANE THE TROUBLE MAKER

Shane, a grade 6 student, has trouble focusing in Ms. Wittkes class. Shane is performing
exceptionally well in Math but struggling with Language Arts and Social Studies. Ms. Wittke has
been noticing that he struggles at paying attention during class. When asked, Shane states that he
is bored and finds the class content useless or inapplicable. He is a very active young boy and is
constantly fiddling with his hands in class or making paper airplanes. He takes every opportunity
to do something with his hands whether it is distracting or not. His mother has noticed similar
instances at home.
PART 1. CAUSES
Like Hopeless Hunter (Perry, Winne, Woolfolk, 2012), Shane may be finding that the work is too
hard for him so he becomes distracted and tends to stare into space during work time. He is
avoiding the chance of failure by avoiding the work completely. The teacher may be giving him
work that is beyond his level, and like Defensive Dana avoids putting in effort in fear that his
peers will think he is dumb.
Alternatively, Shane may find that the work is too easy, and, according to Nicholls and Miller
(Perry et al, 2012), he is avoiding the work, and instead of working he goofs off and does as little
amount of work as possible.
Teacher may not be checking up on the students adequately, and monitoring the classroom
environment. Shane may be acting out or distracting others because he seeks more attention from
Ms. Wittke. He may seek more attention because:
He finds the work too hard or too easy.
He feels ignored by Ms. Wittke, or he might not be receiving enough attention at
home or from his friends.
The teacher doesnt relate any of the materials to Shanes personal life, and there isnt any appeal
for him to learn because he cannot apply what is being taught, to his own life. Furthermore, the
content may be delivered in a non-interesting fashion. It is important to relate curriculum content
to the students lives and interests (Perry et al, 2012). The teacher may fail to do this because the
teacher is also uninterested in the content matter.
The classroom environment may be too loud and Shane is unable to focus when there is too
much noise going on around him. The teacher may not be fully prepared for mishaps, as well as
not prepared to deal with misbehaviours before they have even started (Perry et al, 2012).
Shane may have issues with keeping focused. He constantly needs to be doing something with
his hands, and when he is not he is much more easily distracted.
PART 2. ACTION PLAN

Alaina Wittke, Alyssa Alcazar, Charlotte Willy, Shane Hawke

Goal: Shane will be able to stay on task and focus on assigned work. Shane will be able to
communicate his needs to his teacher without distracting others.
Step 1: Make sure teacher is interested in content matter. Teacher plans to motivate students by
making content applicable to their lives. Teacher finds new and creative ways to present the
information. If the teacher is not interested in the topic that is being taught, then enthusiasm may
become lost. If teachers are not enthusiastic about what they are teaching, students will become
disengaged with their school work. It is important for students and teachers to be able to relate
their personal lives to the curriculum in order to become successful with their school work.
-g) KSA related to engaging students by understanding and knowing how to engage
students in creating effective classroom routines. They know how and when to apply a variety of
management strategies that are in keeping with the situation, and that provide for minimal
disruptions to students learning;
Step 2: Teacher is prepared for behavioural outbursts and finds ways to stop these behaviours
before they begin. Teachers, while hoping that they have students who are excellent learners,
should still prepare for any behavioural mishaps that may occur within the classroom. Ways that
teachers can prepare for these outbursts can include keywords and attitudes to express to the
students to create positive learning environments. It is also important for teachers to set
classroom rules and expectations of their students.
-f) KSA related to being prepared by understanding the purposes of short, medium and
long term range planning. Teachers know how to translate curriculum and desired outcomes into
reasoned, meaningful and incrementally progressive learning opportunities for students. They
also understand the need to vary their plans to accommodate individuals and groups of students;
Step 3: Goals set by the teacher will help enforce that students and teacher stay on track. Goals
should be set at the beginning of the school year, and sometimes at the beginning of classes. In
cases such as Shane becoming distracted easily, it is important to help Shane set goals for
himself. Helping students set goals for themselves will help motivate students because they will
then be living up to their own expectations for themselves. Teachers must also take into
consideration that there should be clear communication between the teacher and the student by
clarifying with the student what the expectations are, and by helping students to work through
any challenges that may arise. By setting goals and having open communication, teachers can
hopefully eliminate challenges that occur.
-i) KSA related to goal setting includes approaches to teaching and learning. Teachers use
a broad range of instructional strategies such as goal planning that is directed appropriately to
students and allows teachers to know which strategies are appropriate to help different students
achieve different outcomes;
Step 4: Teacher must provide options to students to help them become successful learners. As
shown in our video, Shane needs options such as a stress ball, for him to be able to focus better

Alaina Wittke, Alyssa Alcazar, Charlotte Willy, Shane Hawke

in class. Other options that teachers can take to help students learning may include moving
students to other areas of the classroom: closer to teachers desk, or front of classroom. Teacher
may also need to provide students with noise cancel headphones etc..
-e) KSA related to teachers providing options. All students can learn, albeit at different
rates and in different ways. Teachers understand the need to respond to differences by creating
multiple paths to learning for individuals and groups of students, including students with special
learning needs;
Step 5: Teachers may need to take further actions outside of the classroom. The teacher can
connect with other teachers and ask them for suggestions on how to help any behavioural
problems that they are having within their classroom. Teachers may also talk to parents regarding
students home life, diet, sleep, behaviours and disciplines at home.
h) KSA related to taking further actions outside the classroom by recognizing the
importance of respecting students human dignity. They know how to establish, with different
students, professional relationships that are characterized by mutual respect, trust and harmony.
Reflection on Action Plan:
Our hope is that this action plan will be helpful to our students who find themselves in a
scenario similar to Shanes. Depending on the method of communication used, the teacher
should use approachable and open body language. This will allow for the student to remain at
ease and not feel like a punishment is taking place, but rather an open dialogue of assistance.
Exchanges between teacher and student should not include language that embarasses the student
or is demeaning in some way, but rather use positive, inclusive language so the distracted student
doesnt end up feeling as if they are in trouble or are being treated differently from their
classmates.
When the teacher is in control of their emotions and creates a classroom where open
dialogue can take place, then the climate in the classroom remains a positive learning
environment where a distracted student can feel comfortable talking to the teacher to eliminate
the reason for the distraction. The learning climate for the whole class will probably improve, as
the strategies may be useful for other students to find success as well. Having these strategies in
place will allow the other students to work with less distractions, so more work will be
accomplished by everyone.
When the teacher comes to class with an engaging lesson plan with options for
differentiation, then this would eliminate a student becoming distracted due to the work being too
easy or too challenging. This would also allow for the student to keep their attention on what is
taking place, with options to move around and be involved in a lesson. A teacher might include
goal setting with the students to help maintain focus, and also provide an attainable goal that is
an appropriately challenging level for each student. Furthermore, a seating plan may be
implemented to help eliminate a student from distracting others, depending on why the student is
distracting others would determine how they are placed (ie. closer to teacher if they need more
attention, by themselves if they need help on focusing, etc.).

Alaina Wittke, Alyssa Alcazar, Charlotte Willy, Shane Hawke

If a students distraction becomes overbearing to the classroom climate, then others

outside of the classroom may be called upon to give their input for resolution, including other
teachers or parents of the student. Within the classroom, the other students do not need to know
what is being done between teacher and student. Even the distracted student may not be aware of
certain strategies within the plan, unless it is something the student has the power to change
themselves.
Part 4. STRATEGIES HANDOUT
Shane, a grade 6 student, has trouble focusing in Ms. Wittkes class. Shane is performing
exceptionally well in Math but struggling with Language Arts and Social Studies. Ms. Wittke has
been noticing that he struggles at paying attention during class. When asked, Shane states that he
is bored and finds the class content useless or inapplicable. He is a very active young boy and is
constantly fiddling with his hands in class or making paper airplanes. He takes every opportunity
to do something with his hands whether it is distracting or not. His mother has noticed similar
instances at home.
Suggestions to improve behaviour:
Ms. Wittke can make instructional time before assigning a task to discuss and set
classroom expectations regarding appropriate behaviour with her students.
Ms. Wittke can approach Shane and address his negative behaviour in a positive
way (Body language and tone). For example, rather than raising her voice and asking
Why are you off task and distracting your classmates?, Ms. Wittke can approach Shane
with a normal and natural voice and ask inviting questions like How might I help you?
or Do you have any questions?
Since Shane finds the class content boring and inapplicable but is also constantly
making paper airplanes, Ms. Wittke can create tasks in a context that involves airplanes
or connects more to real-life problems so that Shane will find the assigned task more
meaningful and authentic (Perry, Winne, Woolfolk, 2012).
Ms. Wittke can also provide a range of options for an assigned task so that Shane
will have the opportunity to choose something that is more relevant or interesting to him
(Perry et al, 2012).
Ms. Wittke can plan her lesson so that time will be allotted for students to ask
questions and clarify any misunderstandings they might have about what they have been
asked to do or the task that has just been assigned (Perry et al, 2012).
Ms. Wittke can have Shane set specific goals for himself related to his assigned
work and staying on task. These goals should be appropriate for the level of
understanding Shane is currently at in the subjects he struggles with.
Ms. Wittke should encourage Shane to write these goals down and
communicate them back to her
Ms. Wittke can periodically check on Shane and together, Shane and Ms Wittke
can monitor his progress towards the goals he has set for himself.

Alaina Wittke, Alyssa Alcazar, Charlotte Willy, Shane Hawke

Ms. Wittke can also adjust her seating arrangements so that Shane
sits closer to her and receives the attention he needs.
However, Ms. Wittke should be aware that providing extra
attention might reinforce the negative behaviour rather than reinforcing a positive
outcome.
Ms. Wittke can pair Shane with students that are perhaps more advanced in the
areas Shane is struggling with. This way, Shane collaborates with his peers rather than
distracting them.
If Shane finds that the work is too easy, Ms. Wittke can give Shane a more
challenging activity to move on to. One option is providing all assignments with both
easy AND difficult tasks so that students are both successful AND challenged (Perry et al,
2012).
Because Shane is an active student, Ms. Wittke can provide Shane with something
to fiddle with that will not distract Shane or any other students from doing his work. For
example, Ms. Wittke might give Shane a stress ball to play with as he focuses on his
work.
If the classroom is too loud for Shane or other students to focus in, Ms. Wittke can
prepare her future lessons so that a quiet space will be provided as an option for students
to work in.
Depending on Shanes learning style, Ms. Wittke can adjust her seating plan for
her students so that:
Shane sits alone, if he is easily distracted by what others are doing,
or because he is distracting others due to his lack of focus.
Shane might also sit with others who can stay on task and model
appropriate behavior, so they can set a good example for Shane.
References
Perry, N., Winne, P., and Woolfolk, A. (2012). Educational Psychology (5th ed.). Toronto:
Pearson Canada.
Teachering Quality Standard Applicable to the Provision of Basic Education in Alberta (2013)
https://education.alberta.ca/department/policy/standards/teachqual/ Accessed Nov 2, 2015.