Year: 1997-1998
Month: September
Leader: Group J

Situation/Case Study:

Teacher has six sixth grade boys for two hours in a row. They are good kids alone, however, the longer they are together their behavior deteriorates. Parents are supportive when called, but give in to children and the parent calls effect little changed behavior. The behavior declines rapidly after calls. The teacher is worried that if she gives out more warning slips etc., she will be considered the "bad guy". She will have the group all year. She wonders if this is what she has to "put up with" throughout the year.

The teacher feels personally attacked when students defy her. The teacher feels confused because each student is a "good kid" alone and becomes a different personality with the other five peers. Teacher feels embarrassed that this is happening and considers being taken advantage of because she is a first year teacher (also angry). Teacher thinks she should be handling the problem. Teacher feels torn in meeting her responsibilities to the other students. Teacher feels powerless and unsupported by those in administrative roles. Teacher is puzzled by the lack of recognition that her room is too small for the number of students she has in each section.

Theories behind practice:

Impact on others:
Size of class. Convincing parent to put child on meds. Parents give in to child. What support system available for the teacher

Change consequences often. Go-to "Structured Study" sooner. Don't try to handle the situation alone in the classroom with the rest of the class observing. Try to divide and conquer the group before you get upset and overwhelmed. Don't give up telling "the deans" the problem.

Since this was the first meeting the group was not comfortable with the process. It was much easier to offer solutions before analyzing various perspectives. The group felt locked into suggestions that fit into the District's regulations and administrative procedures. Alternatives related to "best practices" were difficult to consider.