EDUC 6616 week 4 discussion.docx - Case 8.4 BEHAVIOR...

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Unformatted text preview: Case 8.4: BEHAVIOR MANAGEMENT MISSING THE MARK The case study I selected to analyze is Case 8.4: Behavior Management Missing The Mark. In this case, Mr. Paulson finds out that Mr. Rhett and possibly other teachers are very frustrated by the school's reward system as students are misbehaving more, frustrating teachers and disturning the students who want to learn. Mr. Paulson spoke to some students who were seen as trouble makers and they to expressed their frustration with the school they saw as not caring about them. They shared that they are bullied about attending special needs class and that nothing is done to stop the bullying. THE PROBLEM Problems involved in this case include the school reward system is failing as both students and staff are frustrated by it. There seems to be little support from administration for the frustrated teachers as Mr. Rhett. Another problem is that students are bullied and even when they share or teachers are aware the problem is not addressed. PERSPECTIVES Teacher Mr. Rhett – The new behavior management system is a waste of time. Students should be dealt with more seriously for behavior problems because they are disturbing the students who want to learn and they are stressing the teachers. Teacher Mr. Paulson – Students need to be listened to because there are reasons why they misbehave. By listening to them they respect us, and we learn what their problem is and we can help them. Students (Andre and Carson) – Most teachers in the school don’t care about them. Students bully them, and the teachers are aware, but they do nothing to help. CHALLENGES A challenge for the school administrators to ensure that the teachers agree with the method of discipline in the school. Staff is challenged to address the bullying problem, so it does not escalate into fatalities. Also, there seems to be a problem with special education. The special education program needs to be looked at to identify the challenges and stigmas attached. OPPORTUNITIES Within this scenario or problem lies many opportunities. The school is provided with an opportunity to address and renounce bullying publicly. The school has and opportunity to investigate the special needs program to improve it and help the students attending appreciate it and educate all students of its value. There is also the opportunity to devise creative ways to assist the students in the special needs program and include them in activities that would boost their self-esteem, confidence, and view of them in a more positive light. The ethical paradigm(s) explained by Shapiro and Stefkovich (2011), which is most evident in this Case is the ethic care. The administrators did not consider the multiple voices in the decision-making process as it relates to the reward system. (Shapiro, J. P., & Stefkovich, J. A., 2011). The deep concern for the welfare of the school as a community taking into account students, and administration and families was not considered in the decision making process. (Shapiro, J. & Stefkovich, J. A., 2011). The equitable outcomes I imagine is all students seeing teachers and the school as a caring institution and therefore see the need to behave. The equitable outcome I imagine is that the school reward system would meet the needs of the students and the satisfaction of the teachers and that the bullying would be addressed across the school’s population Aceves, T. C., & Orosco, M. J. (2014). My immediate response is that the staff needs to have a conference to look at the issue of discipline and determine the real issues for the student's ill-discipline. The counselors, the student council, Mr. Paulson and other teachers and that the student's trust needs to meet with the students to hear their concern and suggestion on the issue of discipline at the school. The Parent teachers association (PT) also needs to be included in the investigation and discussion. The long-term implications. For the long-term, all stakeholders need to come together and create a discipline policy that is clear and less frustrating to teachers and students. This policy should be launched in the presence of all stakeholders, and since they were involved in the development, then the buy-inprocess should be effective. Bullying should be addressed seriously and rigorously in that policy. The school should include training for teachers in dealing with students with discipline problems. The school should implement programs such as child-friendly school (CFS) initiatives and other student-friendly organizations to change the atmosphere of the school to a more friendly one. Refferences 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: Gorski, P. C., & Pothini, S. G. (2018). Case studies on diversity and social justice education (2nd 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 (3rd ed.). New York, NY: Routledge. Smith, C. M. , (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press. ...
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