Year: 1998-1999
Month: November
Leader: Group F

Situation/Case Study:

Student/Teacher power issue, anti-school group.

Power plays: students/teachers, students/students. No consequences for behavior are being provided by the teacher. Students are not being held responsible for their behavior. The students are "feeding off" each other. They want the attention. Students are "living up to their reputation". The students are enjoying the power of destroying the learning environment for others. The students feel "safety" in numbers, they believe they can control the classroom. The students are trying to impress one another. The students are enjoying their reputation as the "bad class". They like the shock value of what they are doing. Their behavior is influencing others...this gives them power.

Theories behind practice:

Impact on others:

Switch some of the students to different hours to break up the group. Medications are wearing out, switch med times. Switch schedules in special education, take key kids out to mix them around. Request special education assistance, paraprofessional assistance. Class rules designed by students, consequences determined. Use after school detention. Need consequences for their behavior, limit the number of kids involved, follow through, keep track even though it is difficult. Use paraprofessionals for lunch detention for the students who misbehave. Rotate with team members. Think about how you can give them power that will be appropriate for them. Lunch detention may be difficult to begin with but in the long run will solve the problem. Put rules on board. Spread students out so they are not together in the class. Make it uncomfortable to misbehave so they do not want to do it again. Write behavior improvement plan. What did I do? What will I do to change/improve?Be consistent, play hard ball for awhile. Try something for a long enough time--three, four weeks. Explain how their behavior influences decisions about their school plan, e.g. 401, special education plan. Use parent conferences to talk to them, ask the parents what you can do. Ask parents to sit in if a class is difficult because of them. Present the behaviors the school expects. Tell parents these behaviors are keeping your child and others from learning. Ask parent or student how can you fix this problem. What is the problem? What can we do different? What’s going on? Recognize the students who are following the rules. Communicate specifically what you want. Don’t use the student’s name it brings attention to them. Record the names of those who are doing well, monitor. Use a symbol system to monitor; provide feedback on how they are doing; provide a reward for the hour when they fill the chart. Special Day Group awards--focusing on one behavior at a time, let them pick the reward.