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The Disrespectors: You are a young high school teacher. On the first day…
The Disrespectors: You are a young high school teacher. On the first day of class, a : student asks you, 'Are you old enough to teach this class?' ' (Hara, 2009).
Prevention: Anticipate this objection as a young female teacher, and do what I can to prevent the question. Be pro-active:
Professional Appearance (SET TONE): Wear dark lipstick, makeup, trim, adult hairstyle, blazer, dress shoes, even fake glasses -- not for reasons of insecurity, but simply to avoid dealing with unnecessary student questions about my age.
Warm Demander: Practice tone of warm, firm, professional tone of voice.
Self-Disclosure: Perform a "What Have You Heard" activity collect and sort comments on what others have said about your teaching or class. Address most common perceptions and dispel myths (Finley, 2014). Provide slides with a few pictures of my family and interesting facts that could build rapport and credibility
Humor: Be ready to use self-deprecating humor.
Student Inventories: Perform to find out what these students really want from their teacher.
Establish norms, general consequences, and rewards in the room: Posters from Love and Logic on mutual respect.
Meet Parents.
Talk to trusted, local teachers of lower grades to find out more about students' record.
Tier 1 (PBIS, "Tier 1," 2019)
Avoid power struggles: few words.
Introduce Daily Positive Behavior Tracking Form (all students have) (PBIS, "Data Tracking," 2019).
Student Learning Style Survey (PBIS, "Data Tracking," 2019). Rationale: show mutual respect.
Use a calm, neutral tone
Frequent eye contact
Talk one-on-one with student
Talk to or call parent in negative instances. Send positive note home in positive instances.
Introduce Reflection Sheets and file: For positive and negative
Create file for individual students' Reflection Sheets for qualitative data.
Talk to trusted, local teachers of lower grades to find out more about students' record and what's worked before.
Potential Roots: Do not assume any or all of these motives are present, but use Prevention and Tiered Intervention to investigate the layers that may be present in student's heart.
Grain of Truth: I do legitimately look young. Shockingly so at times. Students have an underlying concern that they will not be able to learn from me, but the way it's phrased shows more than pure curiosity.
Impulsive: Students are just not thinking logically about what it would mean for me to say, "No, I'm not old enough." (PBIS, "World," 2019).
Confrontational: student has already decided they cannot and will not respect me (PBIS, "World," 2019).
Aggressive/Bullying: students want social control, to be seen as smart-offs in front of the class if they can get away with it. Students want to test me, get a rise, throw me off. (PBIS, "World," 2019).
Parents and Peers: Influence of others' judgment on student
Tier 2 (PBIS, "Tier 2," 2019)
Talk to or call parent in negative instances. Send positive note home in positive instances.
Behavior Contract
Enforce Daily Positive Behavior Tracking Form (all students have) (PBIS, "Data Tracking," 2019).
Behavior Meetings
Reflection Sheet (open ended, includes listening to student, acknowledging expectations and agreed-upon consequences, apologizing. Try different reflection sheets.
Add to file for individual students' Reflection Sheets for qualitative data.
Use empathy in whole-class and one-on-one (Love and Logic, 2019)
Tier 3 (PBIS, "Tier 3," 2019)
Mentoring
Weekly Scatter Plot (PBIS, "Data Tracking," 2019)
Behavior Intervention Plan
Very regular Behavior Meetings: Include mentor, counselor, teacher, parents, admin, etc.
The Praise Game
Counselor Referral
"The Barely Clothed (Too Much Skin Girl): Class is in session. You are standing at the front of the classroom lecturing. The door opens and a young woman enters. It’s hard not to notice her entrance: she’s wearing white thigh-high boots, a white miniskirt that could rival the length of her underwear, and a sheer white tube top (and she could get away with wearing these clothes in a different setting). You don’t want to stare at her, and nor do the other 35 male and female students in the room. But it’s hard to look away. You shake off the distraction and get on with your lecture. The other students, however, cannot (or choose not) to shake off the distraction of the woman in white. She seems oblivious to the commotion she’s caused. You feel you’ve lost control of the situation" (Hara, 2009)
Prevention: Anticipate this situation with any secondary student, and do what I can to prevent the situation. Be pro-active:
Warm Demander: Establish good rapport with all students, including this young woman, opening lines of communication that could give insight into the various reasons behind her clothing choices.
Meet parents
Talk to trusted, local teachers of lower grades to find out more about students' record.
Professional Appearance (SET EXAMPLE): Wear dark lipstick, makeup, trim, adult hairstyle, blazer, dress shoes, even fake glasses -- not for reasons of insecurity, but simply to avoid dealing with unnecessary student questions about my age.
Establish norms, general consequences, and rewards through the norming process. Apply to multiple areas of life.
Clearly define dress code policies and enforcement procedures before school gets underway.
Use pictures.
Use mnemonic or memory devices
Check for understanding school-wide.
Use appropriate humor and positivity
Explain rationale
Potential Roots: Do not assume any or all of these motives are present, but use Prevention and Tiered Intervention to investigate the layers that may be present in student's heart
Family, ethnic, cultural background: What does her family wear and when? How appropriate do they consider her clothes?
Lack of social skills: What may be unintentional about the messages she sends? Does she realize how she is perceived?
Defiance of Norms and Rules: Does she know and defy the norms and rules, no matter what they are?
Disagreement with Norms and Rules: Does she know and just disagree with the norms or rules?
Ignorance of Norms and Rules: Does she know the dress code?
Socioeconomic background: Is she insecure about her socioeconomic background? Are her clothes an attempt to appear more well-off and savvy?
Career Interests, Talents, and Personality: Does she want to go into a type of work that requires standing out? Examples: performance and entertainment, modeling, cosmetology, even politics? Is she experimenting with her personal image for a legitimate reason?
Self-Esteem: Is she insecure about who she is and trying to compensate? Why?
Body Image: Why does she dress in a sexually provocative way? Why does she draw inappropriate attention to her body?
Socioeconomic background: Is she insecure about her socioeconomic background? Are her clothes an attempt to appear more well-off and savvy?
Loneliness: Is she desperate for attention and real friends? Why?
Tier 1 (PBIS, "Tier 1," 2019)
Introduce Reflection Sheets and file: For positive and negative
Create file for individual students' Reflection Sheets for qualitative data.
Call parent after negative instance. Send positive note home in positive future instances.
Talk one-on-one with student.
Encourage positive interaction with a more self-confident student, less confident student, whatever is opposite of her motive, based on what results reveal about potential roots.
AFTER class... Acknowledge value: "You may or may not realize it, but you can have tremendous influence on me as your teacher and on other students."
Introduce Daily Positive Behavior Tracking Form (all students have) (PBIS, "Data Tracking," 2019).
Outline clear, consistent, and predictable consequences: "This is a warning coming from a place of love and respect, and if I see similar situations in future classes, I'll have to pursue further consequences, which are also going to come from a place of love and respect."
Determine knowledge: "What is your understanding of the school dress code--what is appropriate or inappropriate?" Use reflective listening, direct to school policy documents.
Introduce problem behavior: "Your appearance today distracted me from teaching and also distracted the other students from learning. The clothes and boots you're wearing draw attention away from the lesson and away from who you are on the inside, and onto your body. Were you aware of that?"
Offer positive incentive: "When your physical appearance in class is more in line with our goals in the classroom, I'll certainly honor your effort." Rewards have been established by class.
DURING class... Use proximity and reassurance: "stay and chat for a minute after class. I'm not mad at you or anything."
Tier 1 for the other, disruptive students, although they are not the focus of this intervention chart: Direct student attention to the front of the room using established procedures for attention without referencing Barely Clothed Girl. Drill procedure for quiet if necessary. Narrate good attention. Give warnings for non-attention. Give a class point for 100% on-task, 100% quiet.
Tier 2 (PBIS, "Tier 2," 2019)
Reflection Sheet (open ended, includes listening to student, acknowledging expectations and agreed-upon consequences, apologizing. Try different reflection sheets.
Add to file for individual students' Reflection Sheets for qualitative data.
Remove student from classroom
Reward progress: Logical Rewards would be: more responsibility helping teacher, more freedom of movement
Teach Social Skills (PBIS "Tier 2" 2019)
Teach Relationship Skills (PBIS "Tier 2" 2019)
Mentoring
Enforce Daily Positive Behavior Tracking Form (all students have) (PBIS, "Data Tracking," 2019).
Talk to or call parent in negative instances. Send positive note home in positive instances.
Use empathy in whole-class and one-on-one (Love and Logic, 2019)
Tier 3 (PBIS, "Tier 3," 2019)
Counselor referral: suspicion of sexually related issues?
More Mentoring.
Behavior Intervention Plan
Weekly Scatter Plot (PBIS, "Data Tracking," 2019)
Very regular Behavior Meetings: Include mentor, counselor, teacher, parents, admin, etc.
No Passing Time (PBIS, "Tier 3," 2019)
Send home.
Home visit.
References:
Hara, Billie (26 Oct 2009). Disruptive student behavior, retrieved 17 Aug 2019 from
https://www.chronicle.com/blogs/profhacker/disruptive-student-behavior/22792
Finley, Todd (12 Aug 2014). The science behind classroom norming, retrieved 7 Aug 2019 from
https://www.edutopia.org/blog/establishing-classroom-norms-todd-finley
PBIS World (2019). PBIS World Homepage [Webpage] Retrieved 24 Aug, 2019 form PBISworld.com
PBIS World (2019). Tier 1 Interventions [Webpage] Retrieved 24 Aug, 2019 from
https://www.pbisworld.com/tier-1/
PBIS World (2019). Tier 2 Interventions [Webpage] Retrieved 24 Aug, 2019 from
https://www.pbisworld.com/tier-2/
PBIS World (2019). Tier 2 Interventions [Webpage] Retrieved 24 Aug, 2019 from
https://www.pbisworld.com/tier-3/
PBIS World (2019). Data Tracking [Webpage] Retrieved 24 Aug, 2019 from
https://www.pbisworld.com/data-tracking/
Love and Logic (2019). Tips for dealing with defiant children - Infographic [Image] REtrieved 214 Aug, 2019 from
https://www.loveandlogic.com/articles-advice/tips-for-dealing-with-defiant-children-infographic