Jarvis Greene is a 5-year-old kindergarten student in Ms. Claytor’s class at Hob

Question

Jarvis Greene is a 5-year-old kindergarten student in Ms. Claytor’s class at Hobbs Elementary School. Jarvis is an attractive, bright child. Sometimes, Ms. Claytor actually thinks Jarvis might be gifted. He reads on about a third-grade level. He knows how to add, subtract, tell time, and count money. However, Jarvis is experiencing some difficulty in class. He can’t sit still. He is continuously running into or bothering the children close to him. Several children have asked to be moved away from Jarvis. He has very few friends. Children remark, “I don’t want to play with Jarvis because he breaks my toys.” Jarvis is the last child selected for any games at recess. The other children remark, “He won’t follow the rules.” During playtime, Jarvis is often found playing by himself in the sand, often throwing rocks and sand at the other children until he is reprimanded by Ms. Claytor. The reprimand doesn’t seem to keep Jarvis in check for long. He finds other methods to get into trouble such as pushing or shoving other children or running out of the designated play area.

Currently, Jarvis attends kindergarten for half the day. His mother reduced her hours at work after the daycare center refused to let Jarvis return after his morning kindergarten class. Next year, in first grade, Jarvis will need to attend class from 8 a.m. until 2:45 p.m. Ms. Claytor is concerned about the increase in hours for Jarvis. Currently, she has trouble controlling Jarvis for three hours each school day. The class aide stays next to Jarvis most of the day. It is a constant challenge to keep Jarvis’ behavior in check. On one occasion Jarvis threw a jar at another child and the child needed stitches for the cut on his arm. On another occasion Jarvis broke the class aquarium and the fish jumped all over the floor. Several children cried until the fish were caught and delivered to a neighboring aquarium. After the incident, Jarvis showed remorse for a minute or so but then continued with his out-of-control behavior and “accidentally” ripped the cover from a book. Jarvis seems genuinely sorry for his behavior immediately after the behavior occurs.

Next year no aide will be assigned to Jarvis’ class. Ms. Claytor is concerned that Jarvis’ problems will intensify. Ms. Claytor has scheduled an appointment with Jarvis’ parents to discuss his behavior and placement for next year.

Analysis Questions

Are there strategies that Ms. Claytor should try to assist Jarvis in controlling his behavior? If so, should Ms. Claytor inform the Greenes about the new strategies?
How should Ms. Claytor approach the meeting with the Greenes? How can she get the Greenes to understand Jarvis’ problems with behavior?
What steps should be taken before Jarvis moves up to first grade next year? Jarvis Greene is a 5-year-old kindergarten student in Ms. Claytor’s class at Hobbs Elementary School. Jarvis is an attractive, bright child. Sometimes, Ms. Claytor actually thinks Jarvis might be gifted. He reads on about a third-grade level. He knows how to add, subtract, tell time, and count money. However, Jarvis is experiencing some difficulty in class. He can’t sit still. He is continuously running into or bothering the children close to him. Several children have asked to be moved away from Jarvis. He has very few friends. Children remark, “I don’t want to play with Jarvis because he breaks my toys.” Jarvis is the last child selected for any games at recess. The other children remark, “He won’t follow the rules.” During playtime, Jarvis is often found playing by himself in the sand, often throwing rocks and sand at the other children until he is reprimanded by Ms. Claytor. The reprimand doesn’t seem to keep Jarvis in check for long. He finds other methods to get into trouble such as pushing or shoving other children or running out of the designated play area.

Currently, Jarvis attends kindergarten for half the day. His mother reduced her hours at work after the daycare center refused to let Jarvis return after his morning kindergarten class. Next year, in first grade, Jarvis will need to attend class from 8 a.m. until 2:45 p.m. Ms. Claytor is concerned about the increase in hours for Jarvis. Currently, she has trouble controlling Jarvis for three hours each school day. The class aide stays next to Jarvis most of the day. It is a constant challenge to keep Jarvis’ behavior in check. On one occasion Jarvis threw a jar at another child and the child needed stitches for the cut on his arm. On another occasion Jarvis broke the class aquarium and the fish jumped all over the floor. Several children cried until the fish were caught and delivered to a neighboring aquarium. After the incident, Jarvis showed remorse for a minute or so but then continued with his out-of-control behavior and “accidentally” ripped the cover from a book. Jarvis seems genuinely sorry for his behavior immediately after the behavior occurs.

Next year no aide will be assigned to Jarvis’ class. Ms. Claytor is concerned that Jarvis’ problems will intensify. Ms. Claytor has scheduled an appointment with Jarvis’ parents to discuss his behavior and placement for next year.

Analysis Questions

Are there strategies that Ms. Claytor should try to assist Jarvis in controlling his behavior? If so, should Ms. Claytor inform the Greenes about the new strategies?
How should Ms. Claytor approach the meeting with the Greenes? How can she get the Greenes to understand Jarvis’ problems with behavior?
What steps should be taken before Jarvis moves up to first grade next year? Jarvis Greene is a 5-year-old kindergarten student in Ms. Claytor’s class at Hobbs Elementary School. Jarvis is an attractive, bright child. Sometimes, Ms. Claytor actually thinks Jarvis might be gifted. He reads on about a third-grade level. He knows how to add, subtract, tell time, and count money. However, Jarvis is experiencing some difficulty in class. He can’t sit still. He is continuously running into or bothering the children close to him. Several children have asked to be moved away from Jarvis. He has very few friends. Children remark, “I don’t want to play with Jarvis because he breaks my toys.” Jarvis is the last child selected for any games at recess. The other children remark, “He won’t follow the rules.” During playtime, Jarvis is often found playing by himself in the sand, often throwing rocks and sand at the other children until he is reprimanded by Ms. Claytor. The reprimand doesn’t seem to keep Jarvis in check for long. He finds other methods to get into trouble such as pushing or shoving other children or running out of the designated play area.

Currently, Jarvis attends kindergarten for half the day. His mother reduced her hours at work after the daycare center refused to let Jarvis return after his morning kindergarten class. Next year, in first grade, Jarvis will need to attend class from 8 a.m. until 2:45 p.m. Ms. Claytor is concerned about the increase in hours for Jarvis. Currently, she has trouble controlling Jarvis for three hours each school day. The class aide stays next to Jarvis most of the day. It is a constant challenge to keep Jarvis’ behavior in check. On one occasion Jarvis threw a jar at another child and the child needed stitches for the cut on his arm. On another occasion Jarvis broke the class aquarium and the fish jumped all over the floor. Several children cried until the fish were caught and delivered to a neighboring aquarium. After the incident, Jarvis showed remorse for a minute or so but then continued with his out-of-control behavior and “accidentally” ripped the cover from a book. Jarvis seems genuinely sorry for his behavior immediately after the behavior occurs.

Next year no aide will be assigned to Jarvis’ class. Ms. Claytor is concerned that Jarvis’ problems will intensify. Ms. Claytor has scheduled an appointment with Jarvis’ parents to discuss his behavior and placement for next year.

Analysis Questions

Are there strategies that Ms. Claytor should try to assist Jarvis in controlling his behavior? If so, should Ms. Claytor inform the Greenes about the new strategies?
How should Ms. Claytor approach the meeting with the Greenes? How can she get the Greenes to understand Jarvis’ problems with behavior?
What steps should be taken before Jarvis moves up to first grade next year?

Explanation / Answer

Jarvis need to be put into strict physical exercises like kids karate or should be put into dance of intense form. This kind of regimen would b ehelpful in controlling his mind, making him calm and disciplined. This is definitely a prospcetive strategy but is time connsuming. But apart from these kind of strategies, any short time treatment might not be fruitful. Ms. Claytor should inform about theses strategies to Jarvis' parents.

Ms. Claytor should make Jarvis' parents understand that he is just like another child but with symptoms of hyperactivity. This makes him unpopular sometimes but he has the heart and feels sorry for the trouble he causes. He should be put constantly into creative sports, music and anything that has strong impact over mind. Any kind of sports (suitable for his age) would be of extreme help if practised consistently.

He should be put into either of the strategies for particular duration to notice change in his behavior.

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