Case Study

CASE STUDY

The Classroom Covenant

At the beginning of the school year Mrs. Thompson, the grade 7/8 teacher at Westmount Public School, provided each student in her class with a copy of “the classroom covenant”. This covenant outlines her beliefs that each individual in her classroom has a right to be treated with kindness and respect; never to be ignored, laughed at or interrupted.

During a routine math class, Mrs. Thompson noticed David (a grade 8 student) snatch a ruler right out of Dylan’s hand (a grade 7 student) while he was busy working on measurements in his textbook. Dylan immediately snapped at David and told him that he was using the ruler. David chose to ignore Dylan’s complaints because he is older and stronger than Dylan. Mrs. Thompson decided to address each student privately to avoid escalating the problem to the level of a power struggle between the students. She knows that David struggles with the subject of mathematics and that this issue may be at the root of his animosity.

In an effort to reinforce the core value of respect for others within her classroom covenant, Mrs. Thompson assigned a language arts assignment and had everyone pull out their writing journals to reflect on what “the classroom covenant” means to them.






CASE STUDY ANALYSIS

Topic 1: Bullying
Although some teachers would disregard David’s behaviour as “just being a bully”, Mrs. Thompson is aware of Dreikurs theory of “Mistaken Goals” (192). Dreikurs believed that “discouraged children, as well as adults, may use inappropriate behaviours or ‘mistaken goals’ to help achieve fulfillment of their needs” (192). He proposed four mistaken goals which may explain bully type behaviour:
1. Attention Seeking: Students believe they are significant and accepted only when they are the centre of attention. This gives the student a sense of power and control over the class.
2. Power: This occurs when a teacher has attempted to restrain and discourage the behaviour. Power becomes a mechanism by which the student can defeat the teacher or others.
3. Revenge: Usually occurs as a result of the power struggle. If the student cannot belong, they are still able to hurt the others.
4. Self-Imposed Inadequacy: This student simply gives up. They believe they lack the ability and stamina to perform competently.

David’s decision to steal Dylan’s ruler could be a form of attention-seeking behaviour. He could be feeling inadequate about his abilities in math and thus becoming the obnoxious student (193) who has a low opinion about himself and does things to receive negative attention from peers. This relationship is also a cycle of bullying. David’s constant negativity towards Dylan has created feelings of inadequacy in Dylan and thus making him the socially inept student who turns his negative feelings inward and becomes isolated from his peers. Mrs. Thompson speaks with the students individually to delve into deeper issues these students may be experiencing. Mrs. Thompson shows respect for both students and a desire to help each one succeed.


Topic 2: Student Rights and Inclusion
From the aspect of student rights under the charter, it is evident that Dylan is entitled to the fundamental freedom right of “thought, belief, opinion and expression” (244). This fundamental freedom is highlighted in this scenario as David executes his freedom of violent expression as he decides to steal Dylan’s ruler. According to Dr. Rideout, teachers must be aware of instances such as this because “when students are free at work or at play, their actions may startle or shock their teachers” (249). In this instance, David chooses to express unacceptable behaviour towards Dylan. Under the Charter of Rights and Freedoms, Dylan has the right to a safe learning environment and it is “part of a teacher’s duty to be aware of [their] role in transmitting values, something that occurs subtly but constantly” (249). Mrs. Thompson’s values of respect and acceptance are transmitted to the students through her brisk but fair reactions and preventative measures taken to avoid isolation and bullying in her classroom.



Topic 3: Classroom Management and Discipline
Through her training, Mrs. Thompson has been taught about the reasons for discipline in the classroom. To ensure that the students are aware of the limits for the classroom, students need to be aware of what is appropriate behaviour and what behaviours are unacceptable. Stealing a classmates property is unacceptable behavior, therefore, Mrs. Thompson addressed this issue immediately. Some form of punishment had to follow to show the students that they are responsible for their actions. David’s actions were unacceptable and they were justly followed by a logical and fair consequence. Mrs. Thompson was also promoting acceptance which follows survival and safety needs in Maslow’s Hierarchy (129). When acceptance and self-esteem is achieved for a student, learning (self-actualizing needs) can occur. To directly address the problem that was escalating, Mrs. Thompson used the least intrusive and humiliating interventions. Talking to each student privately avoids a power struggle between student and teacher when the student feels threatened. By addressing them privately you are “denying him or her an audience for further defiance or face-saving entrenchment of the negative behaviour” (148). She attempts to prevent further disciplinary problems by searching for underlying causes. Surface behaviours (stealing a student’s ruler) can occur as a result of a deeper rooted problem, but the student’s behaviour can “be redirected - primarily through encouragement, mutual respect, and understanding - to return to original goals” (140).