A Behavior Checklist and Plan for a Young ESL Student

Student Introduction:

Ryan is 6 years old internationally, but 7 years old in South Korea because they count age differently here. He is a vivacious child, who as the only child, is the pride and joy of his parents.  

As his parents have achieved a level of success in their own lives, they have extremely high expectations for their only son. Ryan is under a tremendous amount of pressure to succeed and “perform”, even at the young age of seven.

Ryan attends a private kindergarten everyday from 9:30 in the morning until 4:30pm. Although he already has two English classes throughout the course of a day, he stays longer than other students to take an extra after school English class.

At school he struggles with the rigid schedule with limited time implemented for physical play. If Ryan were a student in a different country it is possible he would be tested for ADHD.

While Ryan does have a few playmates, his competitive nature and inability to cope with anger tends to make him lash out at other students physically.

Ryan also struggles with respecting others belongings. He has no problem using the crayons and markers of his classmates without asking permission, but throws an incredible tantrum if they do the same to him.

His teacher has noticed some worrying tendencies:

  • Struggles to sit still and keep his hands to himself.
  • Tends to be physically rough with classmates.
  • Exhibits poor book work.
  • Easily becomes distracted and unfocused on the lesson.

A checklist will be used to monitor his behavior:

Just as teachers can set their students up for success by providing students with a rubric and clear criteria for academic activities, they can also provide similar criteria for behavioral expectations. This allows students to fully understand the types of behaviors and attitudes the teacher requires in the classroom.

As Ryan is in kindergarten, and also an ESL student, any criteria or rules will need to be clear, simple, and augmented with pictures or graphics to assist with comprehension. If he is unable to grasp the behavioral rules, then a translated version of the charts/rules should also be provided.

The chart below has been created to help Ryan with his behavioral and academic issues. The teacher has Ryan in class three times per week. At the end of each class the teacher will allow Ryan to self assess his behavior and choices throughout the class, and will then fill in the teachers section. These charts will either be sent home to parents or will be saved in a folder for parent teacher conferences. This is up to the Supervisor and not up to the individual teacher.

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