CASE STUDY: Tough Young Teachers
Caleb: Year 11
Caleb had been in a referral program for three years after being expelled from regular school. He is being reintroduced to mainstream school. Caleb uses bad language, laughs at correction, but wants to make something out of life. He repeatedly mentions respect is earned or wants to be treated fairly or as an equal. He responds negatively to formal authoritarian structures.
Interaction 1: Arrives late to class. Does not do homework. Speaks out of turn with a blanket statement that he is confused, "I don't know what you are saying."
Interaction 2: Speaks during a video presentation, and challenges teachers choice of words.
In both instances, the teacher stops instructions to correct student behavior directly with the student. In interaction 2, Caleb and his friend (who follows Caleb's lead throughout the video) are sent out of class. (This behavior is repeated multiple times)
TIER 1:
- Teacher uses Restorative Practice of Reintegrative Shaming to inform the student of the misbehavior and highlights expectations
- The teacher can create a separate short-term behavioral contract with the student and outline positive ways to engage in the classroom. The student agrees to the contract and signs the contract. Small positive reinforcements are included for keeping the contract. This contract should be revisited after the last date to see if additional behavioral modifications can be included and social and emotional awareness can be introduced.
- A periodic one-on-one check-in with the student and a parent with positive, constructive feedback might help in the case of Caleb, who is being reinstated to a mainstream school after being expelled for nearly three years.
DATA TRACKING SYSTEMS: Daily Self-Evaluation for the duration of the contract. Written record of positive feedback on specific behaviors that were noticed throughout the week. Written record of any serious violations of the contract during the week.
- Be explicit about problems being addressed:
Disrespect to self, teacher and students
Disruptive Behavior in the Classroom
- Ask open-ended questions to understand Caleb's background
- Follow Tier 1 practices
TIER 3
If behavior and disruption in the classroom persists, outside intervention and individual care plans need to be considered.
- Counselor referrals
- Mandated individual counseling or group therapy
- Restorative Labs - student works on individual assignments and projects at the Lab instead of the classroom. Especially if safety is a concern.
- Expulsions/Suspensions are a last resort
DATA TRACKING SYSTEMS: Incident Reports. Reports from external agencies. Communication with parents/guardians. Open system of shared resources between all stakeholders.
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