Year: 1997-1998
Month: December
Leader: Group G

Situation/Case Study:

Before the start of the year, before I had students in the room, three teachers warned me about this student. He is very big and loud, we can hear his voice from the gym. Doesn't finish work, very intelligent. I've thought of giving him G/T work, but he never finishes regular work. When he visits Dad, he gets no work done. When he visits Mom, he gets things done. In the first 3 weeks, he got kicked out or ran away from PE. He would run down the hall. Conference: His Dad is totally antagonistic, hands out information about how to teach. He gets out of control, the principal has to calm him down. Tomorrow morning we have his reviewal meeting - 2 hours - 7:15. We met before to plan it. They plan to only point out his strengths at the meeting. He can't handle group. He can kind of handle structured situations. He has hurt kids at school. Comment: He's a perfect candidate for an alternative school. Q: Have you seen his IEP? T: Yes. Q: How many minutes/hours service per work? T: I'm not sure. Other sixth grade teacher: He threatens other kids all the time. Q: How can he be in this environment threatening other kids? Other 6th grade teacher: He was saying inappropriate things to girl students. Q: What is the sexual harassment policy? T: I've had students come up and say he says things with sexual overtones. T: I'm really nervous about this. Will the parents blame me? Comment: You are doing far more than you should do. The Special Education Team should be handling this. Comment: He is in control of the situation. Comment: Officer Friendly should be called in.

A teacher in this situation would feel frustrated. She doesn't know what her responsibility is. She feels unsupported by the administration and special educators. She knows that the student is being reinforced for his our of control behavior. She is in a very difficult situation. A teacher may feel frustrated, intimidated and powerless because this student is bullying adults and students throughout the school. Professionals within this building need to tune into the safety and harassment issues this student presents in this building. The teacher in this situation feels frustrated because of not knowing how to deal with such a volatile child. Who is the most responsible? Administration? The parents? Special Education? or homeroom teacher? A teacher in this situation would have many feelings, anger and frustration. Angry that the support from staff is not there. Frustration that the remaining student's learning is suffering. A teacher in this situation might feel threatened, frightened and angry because the system lacks support and the student is potentially violent.It's obvious that this teacher feels frustrated and threatened. She has little or no support from special education, administration or the parents. A teacher in this situation may feel unprepared for what is to come. She cannot count on administrative support to handle these situations appropriately. A teacher in this situation may feel frustrated because the student is getting away with inappropriate behavior, threats and interrupting the learning of others.

Theories behind practice:

Impact on others:
Aggressive behavior. Mixed messages from parents.

Have you contacted the former teacher in Duluth? No - in folder the principal had comments. He's one of three children, oldest is in a home. He's practicing power every day. This is the kind of situation where a teacher needs some place to go. The district holds tenure over you. As a new teacher, you have no choice, if you want the job next year, you have to do this. He should be in a social skills group. You give such appropriate feedback. Can he journal? After all episodes he could write about it. The first quarter I had no prep. I followed him to the office to talk with him after every incident.

A sixth grade student is in the classroom of a teacher who is new to the district. Before the year began, other teachers warned her about this student. He is a bully and full of anger. He is in control of his school situation. The teacher is not receiving the kind of support from the special education staff that is necessary for the student to be responsible for his actions, and the teacher to be effective with him and the class. The parents are divorced, the father also displays anger and negative attitudes. The mother helps with schoolwork, but sides with the father in matters about school. The student is in some ways being reinforced for his inappropriate behavior and attitudes.