CASE STUDY

“WHAT YOU DON’T KNOW CAN HURT YOU!”Prepared by,Mohd Zariq B. Zamberi, 860127-08-5073Mohd Faisal B. Salim, 870424-09-5197Mohamad Tarmizi B. Mohamad, 870912-35-5197

INSTITUT PERGURUAN DARULAMAN

CONTENT About the story… The strategy used by John… The concept, model and theory that related

to this case… Solving John’s problem…

The Story…

BACKGROUND There is a class, the only one proved to be

troublesome. Consisted of 15 eight grade students. (7 is

good in academic, the other 8 is not.) Among the 7 high academic achieving, one

of them is black. Among the 8 lower academically, one of

them is white.

BACKGROUND All of them had the racial sentiment. The white students came from the rich

neighborhood. The black students came from the poor

neighborhood.

CHARACTERISTICS John

Did not follow his supervising teacher teaching and learning.

Assertive Did not know his students background very well Easily get angry

Richard Racist Stubborn Disruptive Destructive Had been retained for several time

CHRONOLOGY OF THE STORY

CHRONOLOGY OF THE STORY One afternoon, John plan to conduct his class

by his own way, not following his supervising teacher routine.

Usually his supervising teacher gave the students individual written assignments to complete and very little direct instruction and group work approaches.

CHRONOLOGY OF THE STORY He directed his students to form a group of

their choice. He is going to do game. John realized that his students had selected

themselves into groups of racial and academic achievement.

CHRONOLOGY OF THE STORY An argument erupted between Chris (good in

academic) and Richard (bad in academic). John immediately rose up and quickly

separate them because they had already begun pushing and shoving each other.

He then proceed with his game.

CHRONOLOGY OF THE STORY After the class finished, Chris and Richard

continuing fighting at the door. John called them to back to the class, only

Chris went back, but Richard run away. John released Chris because Chris didn’t start

the fight and it is worthless to have a discuss with only one of the students involved.

CHRONOLOGY OF THE STORY John reflect back what he have done. He decided to go look for Richard. He found Richard at the bicycle parking. He approached Richard and said he wanted

to talk. Richard responded by jumping on his bike

and said, “I don’t got time for this,” as he rode away.

John angry, immediately went to the office and submitted a disciplinary referral.

CHRONOLOGY OF THE STORY In the next morning, John gave Richard the

referral notice and accompanied him to the office for a conference with the vice-principal.

On the way, John already explained that the referral meant assigned afternoon detention in his classroom for refusing to stop when John called.

CHRONOLOGY OF THE STORY After half an hour, John went to the office to

do some work, and he noticed Richard still waiting outside the vice principal office.

John heard Richard making comment by whispering to the students next to him “I’m going to break his jaw.” but John decided to ignore.

CHRONOLOGY OF THE STORY As he was leaving he once again

encountered Richard. John glanced at him, Richard retorted sharply

and said “don’t be looking at me boy!” John get very angry. And ask Richard to go in and wait until Mr.

Roberts to see him.

CHRONOLOGY OF THE STORY Although Mr. Roberts going to keep Richard

in-school suspension (ISS), but Richard showed up in class.

Obviously, Mr. Roberts had bungled the ISS schedule.

Fortunately, Richard remained quiet and calm.

CHRONOLOGY OF THE STORY Richard didn’t go to detention on that

afternoon, with an excuse he had to catch his bus or he would have no way home.

But, with a promise he can go home, but he had to stay the following day.

John warned him that a failure to do so would result in a referral and suspension.

CHRONOLOGY OF THE STORY During the next day detention in the

afternoon, Richard announced, “the only reason I’m staying this detention is because Mr. Roberts said I had to.”

And John attempt to explain why he was given detention, Richard’s behavior became erratic and John was losing control of the situation.

CHRONOLOGY OF THE STORY Richard refused to be seated and walked

around the room striking the computer, desk and other objects with a yardstick.

Because of this situation, John asked the other students (the students under detention also) to go to library to complete their work.

CHRONOLOGY OF THE STORY John tried to explain Each time Richard retorted, “how come Chris

didn’t get referral?” And then he covered his ears and begun to

sing rap tune about how Chris didn’t get referral. He don’t want to listen to John explanation.

CHRONOLOGY OF THE STORY Soon in his rap tune he said that he going to

beat up Chris, he was going to see vice principle to accuse John tried to hit him with a yardstick and slit his throat.

He called John “stupid” and “peanut head”, declared that he hated John.

He want John go back to university.

CHRONOLOGY OF THE STORY Richard pulled out from his jacket a small

bottle that inside it look like water, but he called it “beer” and “wine.”

Two times he wandered outside classroom, and John reminded him that during detention he must stay in the classroom.

CHRONOLOGY OF THE STORY Once inside the classroom, John attempted to

do some work, but Richard was singing out loud.

John delivered a stern look, Richard confronted him. “you staring at me! Don’t be looking at me! Have you got a problem?”

John sensed that Richard was soliciting a fight.

CHRONOLOGY OF THE STORY John afraid and at the moment John saw a

student pass by, he asked the student to get the teacher next door.

The teacher, who happened to be Richard’s English teacher, stepping inside the classroom and she ordered him with a stern tone of voice to sit down.

Richard also want to take her on as well.

CHRONOLOGY OF THE STORY Realizing that, she went to see vice principal,

who told her to release Richard from detention.

Although Richard can leave the detention, but he want to stay because John intended to report his behavior and to rerefer. But John insist going to do so either he stay or not.

CHRONOLOGY OF THE STORY John left school that afternoon with an

terrible sense of failure. Two days later, John had a discussion with

the English teacher and special education teacher.

He found out that Richard had been attending classes for students with behavior disorders for past two years.

And John blamed his own ineptness for creating the situation.

The strategy used by John…

THE STRATEGY USED BY JOHN… Punishments

He gave Richard referral and detention class. Laissez Faire

Giving a total freedom to student to do everything, in this case John allowed them to choose their group of their own.

The concept, model and theory that related to this

case…

OPERANT CONDITIONING  (B.F. SKINNER) Reinforcement is the key element in

Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction.

OPERANT CONDITIONING  (B.F. SKINNER) Three way to modified behavior:

Positive Reinforcer A reward, praise or a privilege To get an individual to repeat the desired behavior

Negative Reinforcer Is a stimulus that is removed so that the individual will

exhibit the desired behavior. Punishment

Actions taken to reduce undesirable behaviors.

ASSERTIVE DISCIPLINE-THE CANTER MODEL Assertive teachers make their expectations

clearly known to students, parents, and administrators. They calmly insist that students comply with those expectations. They back up their words with reasonable actions. When students choose to comply with teacher guidance, they receive positive benefits. When they choose to behave in unacceptable ways, the teacher follows through with consequences that reasonably accompany the misbehavior.

ASSERTIVE DISCIPLINE-THE CANTER MODEL Applying assertive discipline:

1. Create positive teacher-student relations2. Establish clear rules and routines3. Monitor students’ behavior in the classroom by

keeping some record4. Implement a system of positive consequences

to reinforce good behaviors.5. Use appropriate consequences to reinforce

limits set6. Establish strong parental support for your

plan.

ASSERTIVE DISCIPLINE-THE CANTER MODEL The Canter model emphasizes

stating rules/expectations clearly, applying positive consequences when

expectations are met and negative consequences when they are not met, and

being assertive rather than passive or hostile.

LOGICAL CONSEQUENCES MODEL- DREIKURS The motives influencing students behavior:

Seeking attention If they do not receive the attention they crave through

their actions. Exercise power/ power struggle (conflict)

May display their rebellious , defiance, disobey and disruptive.

Exact revenge Provoke hostility in order to gain recognition and

destructive. Display inadequacy/ avoidance (isolation)

Being alone.

LOGICAL CONSEQUENCES MODEL- DREIKURS Use of logical consequences to correct

misbehavior. A student should be given a choice to correct

his misbehavior and not be forced to behave as directed.

LOGICAL CONSEQUENCES MODEL- DREIKURS How to deal with students’ misguided goal-

seeking behavior: Ascertain student’s motive. Help student understand his motive. Help students exchange his mistaken goals for

useful ones. Encourage him to be committed to his new goal. Help student learn the consequences of his

action.

REALITY THERAPY- GLASSER In Reality Therapy they are classified under

five headings:   Power (which includes achievement and feeling

worthwhile as well as winning). Love & Belonging (this includes groups as well

as families or loved ones). Freedom (includes independence, autonomy,

your own 'space'). Fun (includes pleasure and enjoyment). Survival (includes nourishment, shelter, sex).

REALITY THERAPY- GLASSER Basic premises of Reality Therapy are as

follows: Focus on the present and avoid discussing the

past. Encourage people to judge their actions by "Is

what I am doing getting me closer to what I need?"

Help people create specific, workable plans to succeed in fulfilling their needs, and then follow through by helping them evaluate their progress (William Glasser Institute, 2004).

REALITY THERAPY- GLASSER Whether a student is meeting his or her

needs the three basic questions that are asked are: What do you want? What are you doing to get what you want? Is it working?

HOW TO SOLVE JOHN’S PROBLEM?

HOW TO SOLVE JOHN’S PROBLEM? Assertive model

It is a John’s fault for not being assertive He should have stating rules and expectations

clearly. When the two boys was fighting he should said

that fighting is not good and I want you not to fight.

Furthermore, he should have a contact with Richard’s parents.

HOW TO SOLVE JOHN’S PROBLEM? Positive Reinforcer (a reward, praise or a

privilege) It is because all the negative alternative

reinforcer John tried is failed, John can use the positive reinforcer.

John can reward the Richard if he behave his self. To get Richard to repeat the desired behavior

HOW TO SOLVE JOHN’S PROBLEM? Logical Consequences Model

The fighting between Chris and Richard showing them seeking attention.

In such situations, John should avoid open confrontation with Richards because applying pressure usually leads a power contest.

But after Richard outburst, it seem there is power struggle between John and him in the detention class.

Richard exhibit his destructive behavior.

HOW TO SOLVE JOHN’S PROBLEM? Logical Consequences Model

John should have a soft and kind approaches to have a talk with Richard.

First, John have to discover Richard’s motive. Then help him understanding his motive. Next reform and reshape his mistaken goal of

behavior. Finally, encourage him to committed to his new

goal. Help Richard learn the consequences of his

action.

HOW TO SOLVE JOHN’S PROBLEM? Reality Therapy

This model emphasized on basics needs, so John has to know is Richard has his basic needs fulfilled?

Once again with a gentle approach, John should ask what exactly that Richard want? And say you are here to help.

Then, ask if Richard do the right things to achieve what he want.

If not, you can give advice and positive reinforcer to help him.

CONCLUSION The title of this case “WHAT YOU DON’T

KNOW CAN HURT YOU!” is represent the John his self doesn’t know the background of his students especially Richard.

As a teacher, we should know all about our students.

Furthermore, it is better to use gentle approach in changing a behavior disorder, if not the confrontation would might be happened.

In addition, we have to show to the students that we care for them.

THE END Thanks for lending your ears…