1

CONSULTANCY PROTOCOL

Consultancy Protocol: Dilemma and Reflection

Meagan A. Klinger
Cabrini College

2
CONSULTANCY PROTOCOL

I.

Dilemma
I teach English in an accelerated high school. My students are predominantly over
aged and under credited high school students. Many dropped out of high school. They
return to school to get their diplomas and they bring a lot of baggage with them.
Many have had terrible experiences at home in other schools. Because of this, a zero
tolerance behavior policy does not work. We utilize the restorative practices/
restorative justice model. In addition to traditional management techniques, when a
student breaks minor rule, is disrespectful, overly talkative, we implement the
behavior continuum. This continuum is as fools: Verbal warning, hallway conference,
pink slip. We first must warn a student of the undesired behavior, and ask them to
correct said behavior. If the behavior continues, we ask the student to step into the
hall. There, we have a one-on-one conversation where the student can explain their
behavior and teacher can explain the implications of their behavior on the class.
Usually, most behaviors stop after a warning. Most, if not all are dealt with by
hallway conference. In extreme circumstances the behavior continues or escalates and
a student is removed from class with a pink slip. Once a student has been issued a
pink slip, the problem is handled by administration. Sometimes the student will return
to class; other times a meeting is scheduled between teacher, dean, and student to
discuss the issue and create a plan for moving forward. In some situation, all prior
steps are skipped. These are instances where the situation threatens the safety or
overall success of a class. Cursing a teacher is one of these instances.
About a month ago, a student fell asleep in class. Procedure says that I must warn the
student and tell them to keep their head up or go get some water. Most students when
told to wake up, comply. This student, when woken, immediately started to curse at

3
CONSULTANCY PROTOCOL

me at a high volume. When student has asked to leave class and informed that he had
a pink slip, he implied to my class that he was being removed because it was my time
of the month and I was just pms-ing. Student was removed by security. He went
down, spoke to our dean, and then returned to my class. She walked him back and
informed me that Jason was sorry. No apology from the student, no conversation
between me and him, nothing. Two weeks ago, the same student was sitting in my
class. A quite young lady sits next to him. He kept putting his arm around her
shoulder. School rules dont allow for this and I told him so. He rolled his eyes at me,
but removed his hand. While I was conferencing with another student, I heard the
same quite girl ask him to remove his hand from her shoulder, twice. He ignored her
and laughed at her. I told him to take his hand off her shoulder, and to come talk to
me in the hallway. When asked to step into the hall, the student immediately started to
curse at me. This then becomes a pink slip. The student refused to leave my
classroom, and security had to be called to remove him. As he was being escorted
from my classroom, he made several sexual implications about me to my class.
Student was sent to dean, but did not return to class. The next day, I was called out of
my prep to meet with said student. When meeting with Jason and the dean, I was
offered no explanation for his behavior. He told me that he was right about the sexual
things he shared with the class, and he was trying help me out. When we could reach
no conclusion to our problem, my dean sent him back to class. No solution. She then
informed me that is just how he talks to women. I left upset. How could his behavior
that would be deemed sexual harassment in a normal setting, be dismissed so
casually? This same student was finally suspended after a third incident. We were

4
CONSULTANCY PROTOCOL

working in the computer lab, and he had his hands on the same student. An aid asked
him to remove his hands and he ignored him. I then repeated the directive and was
met with many curses and several threats. He was removed from the lab, and
suspended. He has not returned to school, even though his suspension has ended.
My questions and concern is this: How do work with this student? How do I continue
a relationship of respect and rapport? How do I teach explain to him that his behavior
is unacceptable and potentially dangerous? How do I find support on an issue that
was already dismissed? How do I continue to follow our behavior continuum when I
II.

know how this student reacts to redirection?

Reflect
This process was incredibly useful. My dilemma was a very uncomfortable
situation for me. This process helped me realize one incredibly important fact. No
matter the situation, I still wanted this student to succeed. I wanted him to come back
to school and to be able to graduate. I was incredibly frustrated at this situation, and
was comfortable with the fact that he hadnt shown back up to school. This
opportunity allowed me to step back from the situation and to let myself me the
educator that this student needed. Teachers dont get the best of the best. It is my job
to accept what I am given and to help them as much as possible. The ideas that
resonated with me the most where the ideas of responsibility and mentorship. The
members of my group suggested finding a male mentor for my student. From my
dilemma, it was obvious that he is in great need of a positive, male influence in his
life. They also agreed that he needed to take responsibility for his words and actions.
My dean should also make him take that responsibility. She should not have
dismissed his behavior because it is detrimental to him. My group also suggested a

5
CONSULTANCY PROTOCOL

team meeting for the student. A team meeting would allow everyone to come up with
a solutions and the problem would stop bouncing from one person to another.
III.

Moving Forward
I have already used some of the ideas that were given to me. I planned to talk to
my principal. I needed to do this to discuss the fact that our emotional support team
and Dean were not helpful in solving this problem. I asked for a team meeting and
was granted one. We met and we were able to have the student come in. I explained
why he was pink slipped and he apologized for his behavior. I was able to explain to
him that I wanted him to be successful. As a team, we decided that he would benefit
from being in the senior skills class that is run by a male teacher. That way, he could
still be successful and have a male mentor. I also went to a professional development
on de-escalation. The group suggested I gather some ideas from this session. I was
able to speak with the presenter. I explained the situation and how I had already
proceeded. He was able to give me some ideas for dealing with a situation like this.