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Case 37

EDB 502, Dr. Jeremy April …, Case 37 The stand-up comic 2- To what extent does Mr. Devenney display withitness at the beginning of the case study?
Mr. Devenney does not display a high level of withitness. He was distracted by the message that made him not to be attentive to the beginning of the conversation between Connor and Zach. He was not sure about what happened when the students started rolling in the aisles but he noted that Connor intercede with his peers.
5- Is Mr. Devenneys strategy for addressing Connors distracting influence an effective one? Why or why not?
I believe that Mr. Devenneys strategy for addressing Connors distracting influence is an effective one. This strategy is effective because it allows Mr. Devenney to teach his class without distractions from Connor’s jokes and his peers’ laughs. Also, it preserves Connor’s self-esteem because Connor was telling the jokes to get his peers attention and the more he tells his jokes the more his peers laugh and he gets attention. So, when Mr. Devenney realizes the reason Connor is telling jokes, he uses this strategy to help Connor build up his self- confidence when he interacts socially with his peers.
The reflection:
I believe that Connor’s case presents operant conditioning because the response increases as a result of being reinforced. Connor continued telling jokes because he wanted to get attention. Also, Connor’s case present self-socialization because he adopts behavior that he believes will make him become accepted by his classmates. Mr. Devenneys strategy is an effective one but I think if Mr. Devenney let Connor perform at the end of the class that could have given him more control on the class and time because students may take more time than he expected to laugh or discuss the joke at the bebinning of the class which may be hard to finish his lesson. Finally, Mr. Devenney is aware that Connor has issues in interacting with his peers and finding friends so he should find out from the beginning why Connor became the class clown.

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