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CASE STUDY IN MOTIVATION

Abstract I have selected a young man in my class that is not working to his potential and is also having difficulty relating to his peers as well as self-esteem issues. This paper will be in four distinct parts. In the first part, I will discuss the student, highlighting particular information about the student and explain why I chose this particular student. In the second part, I will address the behaviors I have observed. Four specific observations will be provided. I will also address the motivational strategies used. Finally, I will approach the subject of motivational theories and instructional interventions that I will use with this student. I will also provide a reflection on how completing this case study has helped me learn more about motivating other students.

CASE STUDY IN MOTIVATION

Derrick Derrick is an 8 year, 6 month old boy who has an Autism and Bi-Polar diagnosis. In addition to this, his IEP also reflects a SLD (specific learning disability). Currently he is being served as a consult with the Special Education department due to his high functioning ability. It has been two academic years since he was last tested by the school psychologist, so he will be given the full battery of tests at the end of this academic year. In addition to his diagnosis, Derrick is going through a tumultuous time. His parents are in the midst of a divorce. The family (Derrick, his mother and sisters) moved out of the house into an apartment during the summer break while the father remains at the house. When Derrick is with his father, generally on Thursday and Friday, it is the path of least resistance. Derrick is a very intelligent young man with a lot to offer his peers; however, he does not work to his potential. This is substantiated by his standardized test scores (CRCT) versus his grades on class work/report card. In first grade Derrick MET the CRCT standards. His report card reflected low to mid Cs. In second grade he EXCEEDED the standards in Reading, Language Arts and Math. His grades in those subjects were, once again, in the low to mid Cs. As I write this, Derricks grades are on the rise. His first marking period grades were very low, just above the 70% mark. He worked harder during the second marking period and his grades began to rise. When we returned from Winter break his grades began to drop and we had to remind Derrick to refocus himself, his actions and his habits. We are now one week away from the end of the third marking period and Derricks grades are back on the rise, but definitely not where they should be. Due to exceeding standards on the CRCT, he is a candidate for gifted testing and one that I feel would best be served as a twice exceptional student. Until this school year, Derrick had not missed one day of school. This year he has only missed two days.

CASE STUDY IN MOTIVATION

I chose Derrick because I am currently working on self esteem and behavioral issues that reflect in the quality and quantity of class work and homework that is completed. There is no doubt that Derrick can achieve high grades and exceed standards, his self-esteem and behavior are at this point, holding him back. Additionally, Derrick fully understands fair is not always equal, however, at the beginning of the school year he felt that statement only applied to him. I have been working with him, in conjunction with his mother, very closely. During this school year, Derricks father has not been a part of his academic life, except to sign forms or attend mandatory IEP meetings (this will be referenced in one of the observations). My first observation with Derrick was on 8 August 2010. During Reading review and Math review time students use the computers as a center. During both times Derrick was able to work on the computer. Derrick had 15 minutes of computer time during Reading review and 25 minutes of computer time during Math review. Shortly after our Math lesson was complete we went to lunch. All was right with Derricks world during lunch, but that changed drastically upon our arrival to the classroom for recess. Generally we have outdoor recess, but due to inclimate weather we had to have indoor recess. Derrick wanted to get back on the computers, but he was not allowed. In fact, no students were allowed to be on the computers during recess since I had another class joining ours. It didnt matter to Derrick that no one was allowed to be on the computers, what mattered to Derrick was that he wasnt allowed on the computers. Derrick flew into a rage, stomping his feet, pummeling the desk with his fists and wailing. I got Derrick out of the room and into the hall where we had a conversation about his actions. After Derrick got somewhat calmed down, I shared with Derrick a new strategy we were going to use and that was for him to write down his frustrations concerning the problem. We talked about his actions and reactions to the situation, and also about different ways he could have handled the

CASE STUDY IN MOTIVATION

situation. Derrick was the given two choices, he could continue on the way he was acting with the knowledge it would lead to him being placed in time out and I would cross off a letter from his BIG PRIZE sticky note, OR he could make a wise choice and calmly return to the room. I explained to him that if he chose option number two he would be able to pick anyone in the room to play a game with him. After some consideration, Derrick chose to return to the room and he chose another child to play checkers. I started a new motivational strategy, in conjunction with Derricks mom, where he would receive a BIG PRIZE every two weeks if he had all of his letters remaining. As Derrick had meltdowns, did not complete his work, etc. I would cross off a letter. The size of his reward at the end of the two weeks would be dependant on how many letters were left. During the week of 13 September, I introduced a new strategy where Derrick could earn a regular sticker for accomplishing his morning work (Reading, Language Arts, and Math) as well as for making good choices where his behavior and outbursts were concerned. If he had a good afternoon (lunch, Science, and Social Studies) Derrick could earn a second smelly sticker and be allowed to go to Mrs. Johnsons room where he would receive a resounding round of applause and a piece of candy. On 20 September 2010, Derrick was having a great morning. He was making wise choices and working towards his first sticker of the dayuntil we began a game of SPARKLE. SPARKLE is a round robin type of spelling game that my students love to play. The students take turns spelling the word that I call out one letter at a time. They have to really know the words and they must pay attention to what the letter their neighbor has said. Derrick is a phenomenal speller and always makes it to the final two. The final two students go head to head continuing to spell the words one letter at a time. On this particular day, Derrick made it to the

CASE STUDY IN MOTIVATION

final two, but didnt fair well as he said an incorrect letter. When I told the other student to spell the entire word correctly Derrick began to fall out. He started stomping his feet, banging on desks, pulling his hair and making comments about how dumb he was and how no one liked himon and on. I had my para continue with the game and I took Derrick out in the hall to talk about the problem. Derrick and I talked about ways he could act and react. I explained to him that he had two choices. He could continue on in this manner. If he chose to do that he would not receive his morning sticker and that would preclude him from being able to go to Mrs. Johnsons room as well as land him in either time out or losing recess. He could make an appropriate choice, gather himself together, get himself in check and he could continue working on earning his fist sticker. Derrick and I then talked about how he should handle the situation when he went back into the class room. Derrick took a few minutes, went to the bathroom to wash his face then to get a drink of water. When Derrick felt that he was back in control of himself he came back into the room. Once there Derrick apologized to the class for his outburst. He rejoined the game and all went smoothly for the rest of the morning. Derrick received both his stickers that day. As we were getting ready for dismissal, Derrick came to me and told me he did not think it was right for him to go to Mrs. Johnsons room for his applause and candy because he felt he did not earn that portion of the prize. I told Derrick that I was very proud of him and the decisions he made and reflected that in his Boomerang book. My third observation took place on Thursday 20 January 2011. This was an all around rough day for Derrick. Derrick attends the Pryme Tyme before school/after school program. Generally he is at Pryme Tyme by 0630. This morning he was late by his standards. He arrived to Pryme Tyme at 0645. This did not sit well with Derrick due to the fact that later this morning we were having our ABC (Academic, Behavior, Change Award program). Derrick had been

CASE STUDY IN MOTIVATION

working very hard all second marking period that he was going to receive the change reward and an academic reward. He was thrilled beyond belief. Derrick has a set routine once he enters the class room and because he was late it threw everything off. Generally we begin our day with the expectation talk, but since his schedule was thrown off we were unable to have the talk. I can honestly say, after that day, we NEVER missed our expectations talk. Those few moments shape the whole day. This particular morning there was added stress because he was worried that his father would not show up for the ABC awards. He knew his mother, a para at another school, would not be able to make it. As we entered the cafeteria, Derrick looked and looked for his father. He was beginning to get agitated because he could not find him. I talked with Derrick and we decided that maybe his dad was running a little late but would arrive any moment. The time came for Derrick to cross the stage to get his awards and the goodies that accompany them. He couldnt find his dad and the tears began to form. I pulled Derrick aside once he got his awards and had him stand under the ABC Award sign so that I could take a picture of him. I explained to Derrick that we would upload the picture and send it to his mom as soon as we got back to the class. This seemed to ease Derrick. Once we got back to the room, as promised I uploaded the picture and I let him send it to his mom at her work. She responded right away. Derrick seemed happy until we began working. He was fidgetedty and unable to stay on task. He was obsessing about his dad. I took Derrick out into the hall and we talked about my expectations for him for the rest of the day and his expectations for himself. Once Derrick verbalizes his expectations and he hears mine it seems to make the day a little less stressful and a little smoother. Derrick was able to regroup and get himself together and when we returned to the class he was able to better focus and did complete some work, although not enough to receive

CASE STUDY IN MOTIVATION

his first sticker of the day. I am happy to say, his afternoon was outstanding and he did receive his afternoon sticker. Derrick fully understood that because of his choice in not completing his work that he would not receive his sticker. On this particular day that was ok with him, generally speaking this is not acceptable to him. My final observation took on 23 February 2011. Derrick was having a tough day staying on task and completing work. We had our morning expectation talk, but even that wasnt working. All of my students love when I use the choice board for their assignments, so I thought that maybe this would get Derrick back on track. I gave each student a choice board assignment. For this assignment they would be have to finish any three tasks either vertically, horizontally, or diagonally. As we were working Derrick began to get agitated. He insisted that students were cheating because they were completing the same assignments as him. I talked to Derrick about the situation and explained to him that there were only nine assignments and that there may be other students who are completing the same tasks. Derricks behavior began to escalate and he became so frustrated that he began kicking the desk. Derrick and I went to the back of the room and conferenced about his behavior and attitude. He started saying derogatory remarks about himself. I gave Derrick two choices, plus reminded him that he would lose his second sticker of the day if this behavior continued. Derrick seemed unfazed by this and his behavior continued to escalate. At one point he got up from his desk, walked across the room to another student and punched her in the back. I immediately got Derrick out of the room and we had a long discussion concerning his behavior. Derrick refused to calm down, continuing to rant. I once again gave Derrick his choices, explaining that if he did not attempt to calm down I would have to buzz for administration. Derrick looked at me and told me to go ahead and buzz them. Given no choice, I buzzed for administration. The Vice-Principal came and took Derrick to her office.

CASE STUDY IN MOTIVATION

Things went from bad to worse in her office and Derrick wound up spending the rest of the afternoon in In School Suspension (ISS) as well as the next day. Before leaving for Pryme Tyme, Derrick and I met for a conference about his decisions. We discussed the fact that he could not just hit people, and that he had to use his words when he became frustrated. We also talked about his decision making process. We worked through some new options for Derrick. Now when he feels his frustrations mounting he simply asks to talk with me in the hall. This appears to be working as Derrick has not hit anyone out of frustration for the last few weeks. We are working on Goal, Self-determination and Social-Cognitive motivational theories. For Derricks case these all seem to go hand in hand. Derrick has some intrinsic motivation, but he is definitely motivated extrinsically. For Derrick, extrinsic rewards and being given a choice of two options work best. By giving Derrick the power over making a choice, I give Derrick the power to have control. Derrick has few things in his life that he is able to choose or control. Until recently he did not have the ability or reasoning to control his impulses, although he is getting better with this concept each day. He also has no choice or control over the medications that he must take, so giving him choices for assignments and more importantly how to handle situations gives him the ability to learn how control or gain control of a situation. A few instructional interventions that we are working with include sharing his expectations for the day with me and then listening as I share my expectations for the day. We also break the day into smaller segments and getting through each segment. Derrick has the ability to earn a sticker after he successfully gets through a segment. Not making it through the morning segment does not preclude him from the second sticker. I gradually increase the size of the segments as Derrick gains more control of himself. I have also used a strategy where Derrick has the word BIG PRIZE written on a piece of paper and taped to his desk. If Derrick does not

CASE STUDY IN MOTIVATION

complete his work or has a major meltdown then a letter is crossed off. His prize is solely dependant on how many letters he has left at the end of the two weeks. Derrick knows in advance what the BIG PRIZE will be. I am also working on having Derrick use his words to let me know how he is feeling and why. Additionally I am using jobs as positive reinforcement. Derrick loves having a specific job. For now his job is wheeling away the breakfast cart when the late bell rings. Derrick takes his job seriously and he only needs a gentle reminder that I will have someone else do his job if he does not remain on task or complete his work. Motivational strategies that I use with Derrick should not be derogatory in nature. Taking things away from Derrick only escalates this issue at hand. Instead, the strategies should promote choice, be flexible with groupings, assignments, technology, delivery of the instruction as well as with the final product that I ask Derrick to provide. This will ensure that he is meeting the learning objectives set forth by our state and school district. On the academic front, Derrick really likes the use of choice boards as well as using technology. I feel this is because once again it harkens to the thought that he has control over the situation. Motivating Derrick is self determination in the truest sense of the definition. Derrick is all about choices and his control over the choice. Derrick had to weigh whether the reward he was going to receive was worth the effort he would have to put forth. This case study has brought to light the fact that as a teacher we must have an arsenal of motivational strategies in place. What works one day, one week or one month may not work the next. I also feel that as teachers we need to strike a balance between the needs of the students and the academic needs placed on teachers. As educators, we should look closely at our students and what motivates them. We should be mindful of their environment outside the classroom. Students will bring to the

CASE STUDY IN MOTIVATION

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classroom their hopes, dreams and problems. Motivation is ongoing and occurs frequently during the day. We as teachers need to be in tune with our students so that we can encourage and empower them to use different techniques and to achieve academic success along with personal success. As I reflect on my current students, I would have to say that the vast majority are extrinsically motivated. In general, my students have a hard time with school, class work, homework, and many times with behavior. Due to this, extrinsic motivation is one of the best ways to reach them

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