Chapter 8

Cases on Diverse Abilities and Learning

Case 8.4: Behavior Management Missing the Mark (Gorski, P.C., & Pothini, S.G. (2018, pg. 74).

Background:

In the case, Behavior Management Missing the Mark, Mr. Paulson became aware of the feelings Mr. Rhett, and other teachers felt about the school’s reward system. Teachers were frustrated due to students behaving more frequently in an inappropriate manner. The misbehavior occurring in the school was hindering the learning for the students who want to learn. Mr. Paulson conferenced with some of the labeled “trouble makers” acquiring why they behave in the way they do. The students responded, “they felt the school didn’t care about them.” They explained to Mr. Paulson they were being bullied due to being in a particular education class and no disciplinary action had taken place to stop the bullying.

Problem:

• The school’s reward system was failing, and the students and staff displayed frustration.
• There was minimal administration support for staff member including Mr. Rhett.
• Students were bullied, and no one was addressing the problem even after students informed the teachers.

Perspectives:

1. Teacher Mr. Rhett- The new implemented behavior management system was a waste of time. Students must be reprimanded more for behavior problems due to the disturbance of the learning environment. Disturbing the learning environment is causing the teachers stress.
2. Teacher Mr. Paulson- His perspective was students have the right to be heard. There is a reason students’ act inappropriately and listening to them will give some explanation to the change in recent behaviors. Mr. Paulson felt looking to the students displayed their respect for them. Listening to the students allowed teachers to become aware of the problem as well as the opportunity to help the students.
3. Students (Andre and Carson)- Andre and Carson felt most of the teachers at their school didn’t care about them. Other students were bullying them. They made the teachers aware of the bullying, but they didn’t intervene to stop it.

Challenges:

• The school administrators must develop a plan to help teachers buy into the school’s method of discipline (Laureate Education, 2015c).
• The staff is challenged to address and stop the bullying problem to prevent serious injuries.
• The special education program must be investigated to identify challenges or stigmas that have occurred Opportunities:

This scenario has created an opportunity for the school to address and modify the bullying protocol and disciplinary action. The school can investigate the special education program and make improvements and modifications where they are needed. The special education department can assist the students in the program to gain an appreciation for their teachers and thank them for supporting their academic growth. There is also an opportunity to plan activities resulting in boosting the self-esteem and confidence within the students included in the special education program.

Ethical Paradigms according to Shapiro and Stefkovich (2011):

Case 8.4 Behavior Management Missing the Mark displayed the moral paradigm of ethic care according to Shapiro and Stefkovich (2011). The school administrators showed no consideration in the multiple inputs concerning the decisions related to the school’s reward system (Shapiro, J. P., & Stefkovich, J. A., 2011). The opinions concerning the welfare of the school including the students, administration, and families considered in the decision-making process of the new reward system (Shapiro, J. P., & Stefkovich, J. A., 2011

Equitable Outcomes & Short- and- long- term implications:

• The students will view the administration, teachers, staff, and school as a caring community and see the importance of displaying appropriate behavior.
• The school’s reward system would be revised to meet the needs of all the students. The teachers will see the importance and become supportive of the reward system. The bullying problem addressed with all entities of the school’s population (Aceves, T. C., & Orosco, M. J., 2014).
• The school’s stakeholders must get together and create a discipline policy that is clear, less frustrating, and meets the needs of all the students. The new system is revealed with all stakeholder’s present. If all stakeholders are present, then the validity and importance of the new discipline plan are felt among the community of the school.
• It is imperative the bullying policy be addressed, highlighted, and followed rigorously.
• The administration should provide de-escalation training for the staff for them to adequately handle students with discipline problems.
• The school should implement programs such as Leader in Me to change the paradigm of the school’s atmosphere by developing leaders instead of bullies.

Solution:

An immediate answer is the staff must meet and analyze the discipline data to determine the reoccurring crucial behaviors. An alternative could include implementing a positive behavior system instead of punishing negative behaviors. Students could earn rewards for their positive reaction. Once students who have chronic behavior problems will stop because they want to be included in the positive compensation. References

Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching

(Document No. IC-2). Retrieved from University of Florida,

Collaboration for Effective Educator, Development, Accountability, and

Reform Center website: http://ceedar.education.ufl.edu/wpcontent/uploads/2014/08/culturally-responsive.pdf

Gorski, P. C., & Pothini, S.G. (2018). Case studies on diversity and social justice education (2^nd ed.). New York, NY: Routledge.

Laureate Education (Producer). (2015c). Cultural and linguistic diversity [Video file]. Baltimore, MD: Author.

Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3^rd ed.). New York, NY: Routledge.

Powered by TCPDF (www.tcpdf.org)