INSTITUT PERGURUAN DARULAMAN

CASE STUDY

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

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 viceprincipal.  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. Actions taken to reduce undesirable behaviors.

 Punishment

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. 2. 3. 4. 5. 6.

Create positive teacher-student relations Establish clear rules and routines Monitor students’ behavior in the classroom by keeping some record Implement a system of positive consequences to reinforce good behaviors. Use appropriate consequences to reinforce limits set 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 MODELDREIKURS

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 MODELDREIKURS
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 MODELDREIKURS

How to deal with students’ misguided goalseeking 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…