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DISRESPECTFUL (TIER 1 (download Avoid power struggles (I find that it is…
CASE STUDY DESCRIPTION
You are a young professor, maybe your first or second year on the tenure-track. On the first day
of class, a student asks you, “Are you old enough to teach this class?”
You are working with the same fairly simple concept, and a student mutters (loud enough where you can hear her): “Who is he to be telling us about this stuff? What qualifications does he have?"
You are new to a geographic area that is predominately one ethnicity and race, and you don’t share this with your new students. In class one day, as you are handing out a test, a student says to her neighbor, “She is just a [insert racial epithet here]. I don’t have to do what she says.]
You are teaching in a large lecture hall and you notice that among the 100+ students in the room, a quarter of them are reading the student newspaper or playing with their cell phones.
You are teaching the same 100+ student group in the large lecture hall. Twenty-five percent of the students are reading the newspaper and another 25 percent are taking with each other, conversations not related to the course content.
TIER 2
Behavior Contract 
I believe in the power of seeking a buy-in. A behavior contract allows for this. The student realizes that he is an important party to an agreement and that terms need to be followed for an agreement to be respected.
Mentoring
Sometimes, disrespect is a cry for help and I will try to see how I can step in and become a mentor to this student who needs someone to help him or her grow.
Daily Behavior Form
I would like to show the student that consistency assuredly delivers results. If there is consistent positive behavior, it is good to acknowledge that as well. For secondary education students, it can be a simple daily journal or one-sentence reflection about the day. This will help the student to process his/her own feelings well.
Self Monitoring
It starts within and the student needs to develop the power of self-restraint. This intervention seeks to assign trust and develop confidence in the student.
DATA TRACKING
When students monitor their own actions, they develop independence and a strong sense of ownership for their lives. They will hopefully realize that they create their own realities when they are able to monitor and see their own patterns of behavior.
I believe it is important particularly for secondary education students that they be trusted and that they develop a personal sense of accountability.
TIER 3
Behavior Intervention Plan (BIP)
This plan will be determined with the student, counselor, administrator, and parent.
Behavior Meetings
Behavior Meetings may be awkward but if structured well, I hope it allows for honesty and will help everyone arrive at a newfound understanding of the issues at play. An administrator and/or parent may be involved when this happens. The intent is that this will still not be punitive but reflective as an exercise.
Counselor Referral
I believe that a counselor will be very important for Tier 3 interventions when a behavior persistently recurs. The counselor may be able to unpack deeper issues that cannot be addressed by earlier interventions.
DATA TRACKING
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This form will outline a history of incidents and the corresponding interventions to assist in the imminent interventions and other future strategies, as needed.
TIER 1
Avoid power struggles
I find that it is best to avoid the confrontation and make use of "planned ignoring" if possible. This is the kind of behavior which seeks attention and a reaction. It is best to be in control and to be calm instead of attacking head-on.
Speak with student in hallway
To avoid an awkward confrontation in front of the class, I may ask student to step out and speak to me in the hallway. I will ask the student to explain the reason for the disrespectful behavior.
Talk one on one with student
I would like the student to know that I care about what he/she thinks. Does he/she have a specific concern about me in terms of my instruction that I can address? When I seek student feedback, I validate my student and make him/her feel that I am willing to listen. I hope this strategy will make the student less confrontational and that the student will feel my sincere intent to care and mentor.
Use calm neutral tone
When faced with a disrespectful student, I will do my best to take a deep breath, take my time before I speak, and to use a calm neutral voice when I finally speak. It is dangerous to engage in a confrontation and I would like to show the student the kind of respect that I would like to receive in return.
Model appropriate language
Words are powerful. If the student is struggling with choosing the right words and being kind, I will show what that looks like.
DATA TRACKING
This form will document the disrespectful incident and will be important as basis for discussion when higher level interventions are needed. I find this to be age-appropriate as it serves the purpose a fair report which can be shared with the counselor, admin, and parent, if needed.