Research task (Hypotheticals & Philosophy):
I am a pre-school teacher for ages 3-4. Please provide me a detailed report on a strategy for the following situation: One student doesn't want to share and always gets into tantrums when I tell them about the sharing rules. During these tantrums, they hurt other students. They bargain with ice cream, saying they will stop if they get some. I tried to follow a gentle, preventative approach, but it doesn't work for this student. 

Evaluation rubric:
criterion: The response provides any advice that is not developmentally appropriate for a 3 or 4 year old based on the CDC’s developmental milestones (e.g., expecting empathy, inherently understanding the impacts of physical harm, having a strong sense of morality in ambiguous situations).
weight: -5
axis: Explicit Criteria

criterion: The response claims that such emotional outbursts and behaviour cannot be changed at school and must be addressed primarily at home. 
weight: -4
axis: Explicit Criteria

criterion: The response claims that explicitly warning a child against such behavior, such as blackmailing for ice cream or causing harm to other students everyday, is completely ineffective as they are unlikely to listen.
weight: -5
axis: Explicit Criteria

criterion: The response explicitly advises the teacher not to give in to the student's bargaining.
weight: 4
axis: Explicit Criteria

criterion: The response provides at least one tantrum-control strategy (e.g., IGNORE (allow the child to handle it independently), IDENTIFY (try to determine what causes or triggers the behavior), COMFORT (reassure the child that everything is under control), ACKNOWLEDGE (validate the child’s feelings), or PRAISE (reinforce positive behaviors)).
weight: 5
axis: Explicit Criteria

criterion: The response provides at least one plan that a teacher can execute with less than 15 minutes of one-on-one time with the student, as opposed to a long-term strategy for behavior correction instead.
weight: 5
axis: Implicit Criteria

criterion: The response proposes avoiding conflict by eliminating scarcity, such as by adding additional toys.
weight: -4
axis: Implicit Criteria

criterion: The response provides a strategy for comforting the other students after a negative incident.
weight: 3
axis: Explicit Criteria

criterion: The response's immediate plan recommends the calm removal of the tantruming child from the situation to avoid hurting any of the other children.
weight: 3
axis: Explicit Criteria

criterion: The response suggests punitive measures to address the poor behavior (e.g., long time-outs, yelling at the child, hitting the child or other physical objects such as desks, making threats to the child)
weight: -5
axis: Explicit Criteria

criterion: The response's forward-looking strategy includes at least one specific activity to teach sharing (e.g., ice breakers, group games like relay races, role-playing activities for assignments, joint art projects)
weight: 3
axis: Explicit Criteria

criterion: The response recommends partnering with the child's parents to create a home-and-school strategy for addressing the behavior (e.g., checking in with the teacher after school days, tracking the child's behaviors at home, establishing consistent routines, setting clear rewards and consequences)
weight: 2
axis: Implicit Criteria

criterion: The response describes the role of mirror neurons in calming a student during a tantrum, which works by the child adopting calm behaviors observed in their environment, such as those exhibited by the teacher.
weight: 1
axis: Explicit Criteria

criterion: The response uses harsh, judgmental language when discussing the student in question ("devil child", "spare the rod", "troublemaker", "naughty").
weight: -3
axis: Communication Quality

criterion: The response advises the teacher to validate a child's feelings before making corrective remarks.
weight: 1
axis: Explicit Criteria

criterion: The response mentions playful humor as a potential strategy to defuse a situation before a tantrum fully escalates (e.g., telling jokes, using props, laughing together or using funny distractions)
weight: 1
axis: Synthesis of Information

criterion: The response acknowledges the emotional toll the student's behavior takes on the teacher.
weight: 2
axis: Implicit Criteria

criterion: The response recommends a self-care strategy for the teacher (e.g., seeking support from colleagues or directors, engaging in support groups, taking breaks, practicing mindfulness techniques)
weight: 2
axis: Implicit Criteria

criterion: The response distinguishes between reactive aggression, which is when a child reacts aggressively to an event, and proactive aggression, which occurs when a child acts aggressively on their own initiative.
weight: 2
axis: Explicit Criteria

criterion: The response provides a strategy for how to successfully reintegrate the child back into the group activity after they have calmed down from the tantrum.
weight: 4
axis: Explicit Criteria

criterion: The response cites the "audience effect" when discussing other children's reactions during a tantrum, which is when the child mirrors the behaviour and patterns in other children around them.
weight: 2
axis: Explicit Criteria

criterion: The response cites at least once source either from a medical or sociological or psychological study to show why gentle approach may have failed
weight: 2
axis: Implicit Criteria

criterion: The response mentions that consistent corrective actions and using the same tantrum-mitigation tactic over time are more effective than making a single sudden change.
weight: 3
axis: Implicit Criteria

criterion: The response states that the teacher should track the students behaviors over time and with different corrective actions to note how the childs behaviour changes with time and what behaviors were most effective to do that. This would help the teacher in future occurences or with others. 
weight: 1
axis: Implicit Criteria

criterion: The response suggests that the teacher should monitor the student’s behavior over time using various corrective actions to determine which strategies are most effective at affecting the student's behavior, providing guidance for future occurrences with the same student or while supporting other students.
weight: 4
axis: Implicit Criteria

criterion: The response highlights that an effective intervention goes beyond just the teacher’s actions and involves multiple modalities of communication, such as body posture, arm placement, tone of voice, and word choice.
weight: 2
axis: Communication Quality