Classroom Scenario

room Scenario Mr. Hamilton was frustrated with Danny’s performance in Math because he believed that Danny could do much better than what he wasdoing in Math. Being a caring and responsible teacher, Mr. Hamilton feels very concerned about Danny’s performance and future. He wants to make Danny realize that he can do much better in his future if he starts paying more attention toward his studies especially Math.
Mr. Hamilton should involve Danny’s parents in his effort of improving Danny’s grades. Like he is in charge in the classroom, Danny’s parents have the charge in the home. Mr. Hamilton should meet with Danny’s parents and inform them what role they can play in improving Danny’s academic performance. This includes monitoring Danny’s activities at home, providing Danny with a proper place to focus his attention, and linking timely completed homework with rewards. It is vital that Danny’s parents adopt the same approach that Mr. Hamilton has adopted i.e. praising Danny at the display of good performance, and look disappointed at poor performance and yet, encourage him to do better next time rather than scold him.
The monitoring system that can help determine the effectiveness of the instructional interventions should comprise both behavioral assessment and performance assessment. “Prereferral intervention strategies are generally determined by a committee of general education teachers before any specialists are included in the plan” (D’Amico and Gallaway, 2008, p. 4). For optimal performance, it is imperative that Danny feels satisfied and happy with the monitoring system. One way to achieve this is by gauging what intervention strategies Danny feels comfortable with. Instructional interventions can also be established by way of mutual consensus between Mr. Hamilton, Danny, and Danny’s parents.
D’Amico, J., and Gallaway, K. (2008). Differentiated Instruction for the Middle School Math
Teacher: Activities and Strategies for an Inclusive Classroom. John Wiley &amp. Sons.