Tony Thwarter "Opposes immigration vehemently to the point of being…
Tony Thwarter "Opposes immigration vehemently to the point of being racist and disruptive."
Avoid power struggles
Tony seems like a fairly angry young man who is looking for an argument. Feeding into his anger and emotion will do you no good. You have to meet behavior that is damaging to the class but in a calm and rational manner. Validating his feeling on the matter would be impossible but you can validate that he is upset. In a calm and neutral tone give him options, never focus on ultimatums as these will only back him into a corner.
If the actions continue than follow up on the option he has chosen. "I understand that you are upset, but if we are not able to respect each other in this class we will need to leave for a while until we can calm down. I see that you are still very upset so I would like you to take a walk to the principals office, have the secretary sign the note that you arrived and return." Make certain you are consistent with every student!
Teach social skills.
Praise good behavior.
Ask the student to speak to you in the hallway.
Teach Social skills
Teach coping skills
At the first tier keep it general. You should have a running log of student behaviors and focus on teaching skills to the entire class instead of singling any students out.
At this level we should teach general social skills to the entire class.
If it is an immediate issue that could cause stress to the entire class in a calm neutral tone tell Tony "I would like to speak to you in the hallway." Provide choices even now, if he does not want to talk to you because you are the source of the stress allow him to go to the principals office instead.
So much of this anger can come from negative environments, make certain that you provide positive feedback for any signs of cooperation and progress in adjusting to a multicultural classroom.
At the second level we should focus on teaching targeted segments of the class specific social skills. Focus on dealing with anger and cooperation.
Positive behavior tracking
I would suggest using forms that track positive behavior, a student with this kind of anger might respond well to positive reinforcement.
Ensure that you document the specific issues that are coming up in class, keep track of the exact language. You can share this with the parents and hopefully come up with intervention strategies. Or worst case scenario if the parents are a large part of the issue documentation is very important when working with any other entities that may be involved later.
For any student Live school is a worthwhile data collection program. You can use this to send weekly feedback to the parents and log data for analysis and adaptation.
Functional Behavior Assessment.
If this behavior has been ongoing than a more in depth analysis is required. I would partner with other teacher and any official staff available and more importantly the parents. Try to find the cause of these outbursts "While keeping in mind we are teachers not psychologists!" After a hypothesis is reached focus on making a Behavior intervention Plan, but be ready to change it if it does not yield results!
Non verbal cues.
If Tony is willing try to think of non verbal cues that you can create together when he seems to be losing his cool. Allow him to create both negative and positive cues that you can use.
With the permission of the parents or guardian I would consider having Tony work with a Counselor. This type of disruption is very serious and can have serious ramifications to the class and to Tony in his personal, academic and professional life. I cannot stress enough that teachers are not trained enough to analyze behavior, we must seek the assistance of professionals and work with them to make a plan!
Behavior Specialist referral form.
I would implement this with permission in order to find ways to help manage Tony and teach him coping mechanisms.
Student self assessment.
If Tony has no say in his behavior management it is likely that he will rebel and use this as proof that people are against him. As much as possible I would like to involve him and find ways for him to self regulate and cope with his anger.
Weekly Scatter plot.
Keeping a log of issues, intervention strategies and their results will be necessary to keep parents, counselors and Tony himself informed.
Tier Three interventions.
Ongoing Functional behavior assessment.
Assessments should be an ongoing routine even with positive results from intervention. Adjustments should always be considered as we attempt to correct behavior.
Keeping an Antecedent Behavior Consequence log.
Keeping a log that reflects behavior and consequences can help us to adjust the Behavior Intervention strategies that we implement. We need to find what Tony responds to and continue to make adjustments. If the consequences exist only for punishments sake they are merely negative reinforcement and are unlikely to cause real change.
We cannot stress enough the effect of parents intervention upon students behavior. We need to work with them in order to find interventions that can create a positive effect upon Tony rather than consequences that can cement his anger.
Whether positive or negative behavior exists meetings between all parties can help us to update action plans and show the reasoning behind our policies.
Teaching social skills.
At this point we need to have direct intervention to teach Tony appropriate social skills in regards to his anger. We need to add this to the behavior intervention plan and have solid and reachable expectations.