Plan B

Jaime interrupted Ms. Ghedina’s lesson by attracting his peers’ attention. He did not like the reading choice of the teacher and approached her with his own suggestion. Although Jaime was asked to put his book away, he kept playing with it. Jaime had to be asked 3 times before he actually complied and put his book away. During the discussion he did not focus, played with other student’s sneakers and showed faces to his classmate Maria. He raised his hand but could not remember the question and began telling funny stories. After switching to the independent work Jaime kept playing with his sneakers, walked on his knees to the wastebasket, and commented aloud on all of his actions. Ms Ghedina asked him to behave and obey classroom rules, however, Jaime was restless till the end of the period. Moreover, he completed only 2 out of 10 questions of his independent work.
Green. The educator imposes his will on the student in Plan A and ignores the problem in Plan C. On the contrary, Plan B assumes collaboration between the teacher and the student to find the solution of aversive behavior. Plan B could be Proactive, used before the behavior arises again, and Emergency, used while the behavior is occurring. Plan B includes three steps: Empathy, Define Adult Concerns, and Invitation. In the provided observation Ms. Ghedina utilized Plan A, she consistently told Jaime to stop moving, and comply with her rules. Nonetheless, it did not produce the desired effect. Jaime kept defying her authority. Plan B in this situation would be the most appropriate because it will allow to find underlining causes of deviant