Field Experience Observation
This Field Experience Observation aims to gather information from Bryce Wilson
regarding occurrences transpiring inside her classroom setting. This discovery is essential for
comprehending the intricate link among antecedents, behaviors, and consequences. My
observation occurred at Edgewood Elementary in Charleston, West Virginia. During the Field
Experience Observation, I meticulously observed, monitored, and documented the different
elements that precede and succeed Bryce's behavior. This encompasses an examination of the
contextual context, including the physical surroundings, social interactions, and individual
characteristics that may affect Bryce's behavior.
The classroom environment lacked enticing décor; yet, it was immaculate and
orderly, contributing to a tranquil feeling. On this day, Ms. Gunnoe, the teacher, plays music in
the classroom while the kids utilize a digital learning platform. Ms. Gunnoe manages a very
ordered and orderly classroom. The pupils demonstrate an understanding of the school's
expectations; nonetheless, a handful exhibit problematic behaviors. Upon the arrival of all
individuals in the classroom, I observed a male who entered last yet asserted his presence
distinctly. He is known as Bryce. Bryce is a 9-year-old boy who is exceptionally intelligent,
outspoken, and perpetually prepared for a debate. Bryce contends with ADHD (Attention Deficit
Hyperactivity Disorder), Reactive Attachment Disorder, and ODD (Oppositional Defiant
Disorder).
Observation
At first, Bryce was amiable, whimsical, and amusing; but, it soon became evident that he
was an attention-seeker. In Ms. Gunnoe's class, all students were mandated to read the classroom
expectations; however, Bryce declined, deeming them foolish. Ms. Gunnoe had to remind him
that class participation was assessed on a daily basis. When it was Bryce's turn to read, he
hesitantly read them aloud. Later in the day, Bryce entered the classroom audibly and
disruptively, conveying irritation. Ms. Gunnoe needed to pull him away for a private
conversation to encourage him to utilize his Chromebook. Bryce's attention-seeking behavior is a
persistent problem that disturbs the learning environment and exasperates those involved.
Despite efforts to disregard him, his conduct frequently renders it unfeasible to sustain a tranquil
classroom environment.
Analysis:
Bryce is a student who craves attention, and it is essential to instruct him on the
appropriate timing and methods for seeking it, particularly when his instructor, Ms. Gunnoe, fails
to acknowledge his conduct.It is crucial to recognize that Bryce often exhibits exaggerated
emotional responses. This may be due to his desire to project strength and avoid appearing easily
intimidated by others, especially his classmates. We can collaborate with him to cultivate
constructive methods of self-expression.
It is essential to recognize that when children are unable to evade punishment, they may
respond emotionally, thereby hindering their learning. The 1986 study by Maag, Rutherford,
Wolchik, and Parks employed overcorrection as a punitive measure to inhibit self-stimulation,
revealing that the student first yelled upon the administration of punishment. Their facial
expression transitioned from a smile to a frown. It is crucial to acknowledge that these reactions
were transient, and the conduct did not persist in other contexts after the cessation of
punishment. Excessive punishment may induce anxiety and terror in students, so adversely
impacting their learning. Consequently, we must employ constructive methods for discipline.
When students exhibit analogous responses to various stimuli, Bryce's behavior may be
attributed to stimulus generalization. We can assist him in comprehending when and how to
respond suitably. It is essential to recognize that Bryce's behavior exemplifies punishment
contrast, a phenomenon where behavior suppressed by punishment in one context intensifies in
another context devoid of penalty. We can collaborate with him to guarantee his behavior
remains consistent across many settings.
Conclusion:
To facilitate Bryce's academic progress and development, we may offer him a variety of
beneficial assistance and resources. Initially, we may assist Bryce in learning how to seek
attention in manners that are kind to others. This may entail instructing him in practical
communication skills, such maintaining eye contact, employing a calm and articulate voice, and
raising his hand during class. We can collaborate with Bryce to design techniques for engaging
her teacher during office hours or posing inquiries in group contexts. (Maag, 2018)
Alongside these communication skills, we can implement constructive
disciplinary methods that prioritize positive reinforcement and explicit expectations. For
instance, we may commend Bryce for maintaining concentration throughout class or submitting
his assignments punctually, while establishing explicit repercussions for disruptive or
disrespectful conduct. Utilizing these affirmative strategies can assist Bryce in maintaining
motivation and engagement in her academics, while fostering a constructive classroom
atmosphere for all (Maag, 2018).
Ultimately, they can assist Bryce in comprehending how to react suitably in various
circumstances, whether confronting academic difficulties or managing interpersonal disputes
with peers. This may entail instructing him on techniques for emotional regulation, such as deep
breathing or temporarily distancing himself from a situation to attain clarity. They can assist
Bryce in cultivating problem-solving skills to navigate challenging situations and make sound
decisions in the present (Maag, 2018).
By supplying Bryce with these essential materials and support, we can facilitate his
success as a student and enable him to confidently attain his academic objectives. These tools
can facilitate Bryce's growth and development by instructing him on suitable methods to seek
attention, employing constructive disciplinary measures, and aiding him in comprehending
proper responses in various scenarios. (Maag, 2018)
Observer: Brooke Sigman
Fictitious name or initials of individual being observed: Bryce Green
Date Time Anicedent Behavior Consequence Possible Function
11/12/2024 8:32 AM Ms. Gunnoe
directed that
a class
discussion
regarding
student
expectations
would take
place, with
each student
reading a
bullet point
aloud.
Bryce
inquired as to
the reason; he
was aware of
the
regulations
and preferred
not to read
aloud.
Ms. Gunnoe
requested that
Bryce read
aloud.
Escape/Avoidance
11/12/2024 08:35 am Ms. Gunnoe
requested that
Bryce read
aloud.
Bryce
remained
silent and
unresponsive.
Ms. Gunnoe
skips Bryce
Escape/Avoidance
11/12/2024 08:43 Ms. Gunnoe
skips Bryce
and continues
with the class
discussion.
Bryce tells Ms.
Gunnow he
does not want
to read out
loud.
Ms. Gunnoe
ignores Bryce.
Obtaining/Acquiring
11/12/2024 08:51 AM Ms. Gunnoe
ignores Bryce
and continues
with the class
discussion.
Bryce sits
passively with
his hands
folded across
his chest.
Ms. Rachel
told the class
there would
be a class
participation
grade.
Escape/Avoidance
11/12/2024 09:00 AM Ms. Gunnoe
instructed the
students on
how to get a
Chromebook
and work on
the
assignments
listed
Raising his
hand, Bryce
asks Ms.
Gunnoe if she
can now read
out loud.
Bryce was
allowed by
Ms. Gunnoe to
read outloud.
Escape/Avoidance
11/12/2024 02:35 PM MS. Gunnoe
instructs the
students on
how to get a
Chromebook
and in the
chapter
assignments
Bryce came in
talking, stating
it had been a
long day, he
was ready to
go home and
people were
getting on his
nerves
Ms. Gunnoe
stated Bryce
was disrupting
class and
could he
please lower
his voice.
Obtaining/Acquiring
11/12/2024 02:38 PM Ms. Gunnoe
asks Bryce to
settle down in
order to stop
disrupting
class.
Bryce stands
defiantly at
the door
Ms. Gunnoe
asks Bryce to
have a seat
Obtaining/Acquiring
3/15/2024 02:48 PM Ms. Gunnoe
inserted
herself into
Bryce sat in
the back at a
desk after he
Ms. Gunnoe
talked to Bryce
and gave him
Escape/Avoidance
