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~ Behavior Case Studies ~
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Susan would like to share some of her experiences with her second grade children
who have had behavior problems and the changes they experienced in her classroom.
She attributes these changes to her use of the principles of Feng Shui.
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Brent and his mother came into my classroom
on the first day of school - both of them with scowls on their faces. We teachers
know trouble when we see it. Brent was also very below grade level and didn't
know how to make friends but it didn't take Brent very long to get used to the
room and my rules and procedures. Reading was still a problem but his behavior
was fine. One day I received a phone call from his mother asking why I hadn't
phoned her. I replied that I didn't know I was supposed to have called her. We
eventually had a conference where she told me that Brent had been on medication
but was taken off of it because it makes him ill. I told her that I didn't think
he needed to be on medication and that his behavior was fine. Wow! The whole tone
of the conversation changed. For the rest of the year, Brent came to school with
a smile on his face everyday. He was a very sweet and polite boy although he was
still below grade level. At the end of second grade, a third grade teacher saw
Brent and asked me if I knew who he was; she thought he looked so sweet wanted him
in her third grade class. For both third and fourth grade, Brent has been in
classrooms where the teachers use a light touch of Feng Shui. He still is a nice
and polite young boy who still comes by my room to say hi, always with a smile
on his face. I believe that the principles of Feng Shui that I used in my classroom
had an affect that changed his whole outlook on school.
During the last months of school, a first
grade teacher was having trouble with a boy who she had suspended from school at
least once a week and practically lived in the principal's office. She asked me
if I could take Jeremy for a couple of hours because he was driving her and her
class crazy. What could I say? I knew I would be getting him next year and I did!
When Jeremy came to second grade, he was an angry boy with no friends. He was very
big for his age and liked to bully his peers. Since being in my classroom, his
behavior changed; even the kids told me that Jeremy was nicer that year. He was
far below grade level and struggled doing paperwork but tried the best he could.
Jeremy began to make friends after I suggested he ask his peers if he could play
with them. I never had to suspend him. In fact, he only received one playground
citation --for running on the blacktop-- and I never had to send him to see the
principal. The colors and furniture placement suggested by Feng Shui calmed him
to the point that he could function in a school atmosphere. His mother was so
happy at one of our conferences that she couldn't stop her tears. Unfortunately
the following year, he was placed in a classroom where his teacher didn't use a
light touch of Feng Shui and he was back to bullying children and getting into trouble.
Denise had Attention Deficit Hyperactivity
Disorder but her parents did not want her to take any medication. She was far
below grade level and working with our reading specialist. According to brain
research in the processing Model of Memory System, of the five senses that receive
information, sight accounts for 49%; if a student with A.D.H.D. sees too much going
on in the classroom (such as too many objects on the walls, ceiling or in the room)
he/she will have difficulty controlling his/her actions. The color and organization
principles of Feng Shui help to create a feeling of calmness and balance in the
classroom. By the end of the year, Denise was able to do much more work in the
classroom without bothering her peers. She did so well that she was able to test
out of the special reading program. Though Feng Shui will not cure A.D.H.D., it
will help the student be calmer in the classroom creating a better learning environment
for both the student and teacher.
