Sarah Dennison

Classroom Mgmt & Disc

Vignettes
Intense Focus
What happened?
Alan is a student that needs a lot of attention and direction. On this day, there was a
substitute teacher and I think she was finished with Alan and was going to simply
ignore him when he acted out. During story time on the rug, Alan fixated on a kid
that had a stress ball in his hands. He started blurting, “You are going to get in
trouble with the teacher! You are not supposed to have a toy!” He was saying this
loudly and repeatedly and moving closer to the kid with the ball until he was body-
to-body with him. I was waiting for the substitute to say something but she didn’t. I
initially started by asking Alan to ignore the other kid and sit in his original spot.
This wasn’t working at all. I wasn’t sure if there was a real rule or not so then I
asked the other boy to give me his ball. He was quiet but determined that he wasn’t
giving up his ball. I decided the real problem was Alan’s determination to be another
student’s keeper so I focused on his behavior. I physically took him to his old space.
He immediately popped up and was body-to-body with the other kid. This time I
physically moved him again and sat in between the two kids. Alan continued to
attempt to get by the other kid and never stopped proclaiming his belief that the
other kid was in the wrong and would get in trouble. This was a wreck but I
continued to attempt to keep them separated and tell Alan that he should be
listening to the story and not trying to be by the other kid.
Supporting theory or research
I do not think my actions were successful. But I do think that the Wongs would have
approved of moving Alan to help manage the room/situation.
Short-term results
In the short term, I think I kept better peace than if I ignored the problem and left it
up to the substitute to continue to ignore. The kid with the stress ball was relieved
but story time was a ruckus.
Long-term results
I think it helped establish with Alan that I am not a push-over. I think it reinforced
the class rules and the importance of respect for other students. After reporting the
incident the choice was made to give Alan a special place on the rug that is separate
from other kids that he is apt to aggravate.
Philosophy
My discipline actions support my philosophy because I enforced respect for other
students in the way of not interrupting their learning in the classroom.
Reflection; what would I change?
I would have been more assertive about disciplining Alan. I was accustomed to
having the regular teacher in the room, who commands better behavior from the
students. I should have moved Alan to his own chair and sat firmly next to him. If
this did not work, I would have taken him to another part of the room and spoke to
him about the rug rules. These are established rules that he understands but could
have used a reminder about.
 Sarah Dennison
Classroom Mgmt & Disc
Vignettes

Ugly Words
What happened?
At snack time there were 3 girls sitting at a table with 1 boy. I’m not sure how it
started but the boy mentioned dying and the other girls started to support the idea
that he should “just die.” “Why don’t you just kill yourself?” “Just do it.” This is the
same boy as in the scenario above, Alan. He is a difficult kid but he also gets bullied a
lot. He’s a scapegoat for a lot of girls. I feel like there’s a group of girls that like to
watch him and report all the naughty things he does. I immediately spoke up and
said what they were saying was wrong and should never be said to anybody. One of
the girls is someone I am working closely with and she didn’t like that I came down
on her. I looked Alan in the face and told him I was happy he was here today having
snack with us and that I want him to always be here with us.
Supporting theory or research
I think Tom Jones would appreciate that this was not a time to punish the students
but it was an opportunity to model how we are meant to talk to one another. We
don’t even joke about wanting someone to die. I think Dreikurs would support any
move to help any student feel like they belong.
Short-term results
I hope I sent the immediate message to the girls that this type of talking is never
acceptable. I hope I sent the message to Alan that someone really likes him and
looks forward to seeing him everyday.
Long-term results
I hope the long-term results are similar to the short-term results.
Philosophy
My philosophy is that each student needs to feel like a part of our class and a
necessary part of the whole. Inclusion is for all students, even the annoying ones.
The same kid who these girls talked ugly to is the same boy that chases them on the
playground and they love it.
Reflection; what would I change?
I wish I had spoke to the main teacher about this. In the moment I was so mad but
he was so busy that day. I think this would have made for a good lesson or book or
opportunity to explore inclusion and how it important it is.

Going Home
What happened?
All the kinder students were “squirrely” on this day so I am not sure what triggered
the event but Bob got up from music time and went towards the door. I followed
him to ask him where he was going and if he would join us again. Bob stated he was
going home. He went to his cubby space and put on his jacket and backpack. I knelt
down next to him and asked him to tell me what was wrong. Bob has problems
normally keeping his hands and feet to himself. He stated he didn’t want to hurt
himself or hurt others and he wanted to go home to be with his mom. He didn’t
seem mad, but focused. I told him it wasn’t time to go home yet. Then I asked him
what his favorite part of the day was (at the time it was morning so I hoped his
 Sarah Dennison
Classroom Mgmt & Disc
Vignettes
favorite part of the day would encourage him to stay). He didn’t answer but kept
saying he wanted to go home and be with his mom. I asked him to take my hand and
walk back to the group with me, but he refused. I asked him if he wanted to come sit
in my lap (it’s kindergarten and I’ve noticed other teachers letting students do this
so I offered it), and he refused. I told him one last time that it wasn’t time to go home
so it wasn’t an option. Then I stood in the doorway watching music time. Bob did not
try to get through me into the hallway, thankfully. I don’t know the rules with
restraining kids and I did not want to touch him in that way. Mr. Savikko came to a
good stopping point, got up and told Bob to sit down while he called for help dealing
with the situation. An aid and the SPED teacher were out sick and the teacher is not
usually alone at this time. An aid came to the room and spoke with Bob so that he
remained in the classroom. I’m not sure what was said.
Supporting theory or research
I think I responded in a mix of Glasser and Ginott. I offered any supports I could
think of to help Bob reenter the class. I also gave Bob the opportunity to tell me
what was happening and I listened. I did not act aggressively but was firm about it
not being time to go home.
Short-term results
The situation remained calm. Bob possibly deescalated with our talk. I know my
reaction did not resolve the situation but I feel like I moved it in a positive direction.
Long-term results
I’m not sure yet but I hope Bob feels “safe” with me. I hope he feels like I will listen
and my goal is to support him so he can be his best.
Philosophy
My discipline actions support my philosophy. I want my moments of discipline with
students to feel more like support than punishment. Listening to the student is very
important to me. Who doesn’t like to feel heard? I know I do.
Reflection; what would I change?
I don’t know that I would make changes. If I was more comfortable with the student,
I might have been more insistent that he rejoin the group. I would like to know what
the aid said to him.

Rug space
What happened?
I have been sensitive to how other students treat Alan. This kid is trying to be good
but it’s harder for him than others and he’s become a target for a group of girls that
like to point out how he’s not “obeying rules.” I have been trying to put the onus
back on the complainers; things like paying attention to the teacher instead of to
Alan’s behavior. Alan has a special chair during rug time that is a bit apart from the
group so he can wiggle and dance without hitting anyone. He’s also out of sight, if
you are looking at the teacher during rug time. Today a girl, who is immature for her
age, wanted to sit in Alan’s chair while he was up and dancing. If she wanted a chair,
there are several other options. There was no one in this area except for Alan so I
think she was looking for a reason to complain and get Alan in trouble. I feel awful
typing this but there really are a few girls that enjoy seeing him corrected. I saw
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Classroom Mgmt & Disc
Vignettes
what she was doing and why I think she was doing it so I decided to try some
natural consequences. Sure enough, Alan kept dancing, was thrilled to see a “friend”
in his area. He started dancing really close to her and she was annoyed. She saw me
watching and started whining “stop.” I told her that when she’s in Alan’s special
space and in his seat, this was what it was like. Alan was where he should be, doing
what he was supposed to be doing. Then I asked her if she was where she should be,
doing what she should be doing. She didn’t answer but also didn’t move. She
whined “stop” some more so I told her that when she’s in her rug seat paying
attention to the teacher, this would not happen. So long as she chose to stay in Alan’s
area she needed to be ok with him dancing close to her and wanting her attention.
She moved back to her spot. Alan was disappointed but I was glad for the chance to
redirect who needed correction in these situations.
Supporting theory or research
I wonder if this would be considered empowerment by Marvin Marshall? I didn’t tell
her what to do but I did give her the tools to do the right thing in order to become
comfortable again.
Short-term results
Prevented an outburst, possibly prevented unnecessary correction for Alan, stopped
passive bullying.
Long-term results
Hopefully the girl will stop this strategy of aggravation and understand the
importance of being in her assigned rug spot.
Philosophy
My discipline supported my philosophy that students need to take ownership of
their actions and do their best to not impede each other.
Reflection; what would I change?
I would not change anything. I was super happy with how this went. I have been
struggling with watching certain girls tattle on Alan when they chose to be bothered
by his behavior. I’ve tried some preventative conversations with them but they don’t
seem to sink in. My host teacher is not blind to what is going on but he’s busy
running the class and doesn’t have the luxury of sitting and watching like I have had.
I have taken a special interest in Alan and he needs plenty of discipline due to his
own behavior. It’s hard to know when the girls are tattling for “legit” annoyances
sometimes.

I am drawn to kids that have a hard time conforming to school expectations. I really
like Allan because I see how hard he works. I feel like this is an asset. On the other
hand, I don’t always know what to do with him. I don’t believe in “forcing”
compliance but in every class I have ever observed, there’s at least one kid that
refuses to participate and is a constant distraction. I like the definition of discipline
that states we are trying to teach the student how to learn and act. I feel like I give a
lot of leeway to kids because I believe kids should be given space to be kids but I do
have to help them learn how to make space in their day to be students also. Students
are interested in learning and this means they know how to listen, respond, and do
 Sarah Dennison
Classroom Mgmt & Disc
Vignettes
their best. I don’t know what my “plan of action” is for the classroom and I think this
is healthy. I believe I have a lot of theory and tools ready to use but I need to meet
my students first and know the dynamics of the students with me before I can
choose what will work best for all of us.