Social Sciences, asked by emasthampy9287, 1 year ago

Design a case study on the youth and discipline

Answers

Answered by TravelRama
1

Improving the classroom management of tough cases can be a long, long process.

Sometimes you'll find the key to changing behavior quickly, but most often it will take a long stretch of classroom interventions and dedicated effort.

Frankly, sometimes you will never really figure it out to the level that you hope for. You may figure out how to alter the classroom behavior somewhat for the better, but never truly resolve it. Alternately, you may figure out what the student needs, but not truly be able to provide it.


Classroom Discipline Case Studies

I don't shy away from details in these case studies. The names have been changed but the circumstances are fully explained… including my assessment of my own impact (or lack thereof). I'm leaving out a few details, like how many times they went to the office; based on the behavior I was dealing with, you can fill in those blanks easily enough.

These are in order from less to more challenging.

Tamara: my budding gang member

On the first day of school, no one could tell if Tamara was a boy or a girl. She showed up new to our school dressed as tiny little nine year old gang member: baseball hat, puffy coat, mean expression. A few private get-to-know-you conversations convinced me it was all an act… an act that needed to be cut off before it became the real thing.

I pretty much told her repeatedly to “knock it off.”

“Tamara, why are you using such a mean voice? Knock it off! You have a beautiful voice when you choose to use it.”

“Tamara, you know we can’t wear hats in school, so quit bringing it. It just hides your pretty hair anyway.”

I didn’t let her get away with any of her faux gang behavior and it didn’t take long for her to give in. She needed permission to be a little girl who didn’t have to be tough to make up for her small size.

When she learned that my classroom was an open and accepting place, not a gang where status had to be earned, she made a dramatic switch from puffy hooded coats to pink jackets with sparkles.

Time to resolution: 3 weeksJake: self-labeling as a failure

Jake was overweight and had been retained once in the past, so he was one year older and much taller than others. He was used to failure and often told me, “I’m no good.” He was disrespectful and taken to muttering in the background, counteracting any instructions I gave to the class.

I started by separating him from any table grouping (but close to my desk) to keep him from drawing other kids off task. I then made him my helper in ways that took advantage of his size and height. For example, I made it a point to ask him to assist with things that took a “big man:”

“Jake, can you get the fire escape door closed for me? It’s sticking.”

“Jake, please get that tub off the top shelf and bring it to me.”

“Jake, I’d really like it if you could push that science kit out into the hallway for me.”

This helped him feel like his size was a benefit to the classroom, not something to be embarrassed about.

Very often, asking a student to do a favor for you is more effective than doing a favor for them.

I also noticed that he had a knack for explaining math problems slightly differently than I did during instruction. I capitalized on this by asking him to work one-on-one with kids who were struggling in math. His confidence allowed his math scores to skyrocket along with the students he peer-coached!

Jake quickly got himself under control and was reintegrated with a table group.

Time to resolution: 3 weeks
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