CASE STUDY : “WHAT YOU DON’T KNOW CAN HURT YOU.”- By, John

Mccullum

PREPARED BY :•MOHAMAD AZMAN KAMARUDIN•MARCINI ANAK MINGGU•ASYRAF SIDDIQ BIN MOHAMAD SAID•MOHAMAD ALIF IZWAN BIN MOHD NAZRI

SYNOPSIS (UNDERSTANDING

OF THE CASE STUDY)

SETTINGS• There is a class, 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.

SETTINGS• All of them had the racial sentiment.

• The white students came from the rich neighborhood.

• The black students came from the poor neighborhood.

CHARACTERS• JOHN

• RICHARD

• John is a trainee teacher who is undergoing a practical in a primary school.

• He always find it hard for him to manage the 8 grade class that consist of 15 students.

• Students compositions :– 15 pupils.– High achiever (7 person)– Low achiever (8 person)

• One day, John plan to conduct a P&P proses in a form of quiz. (without supervision)

• John feel so enthusiastic to use different kind of approach in teaching despite using the usually used approach method. That is, giving individual work, and less group activities.

• To John, it is important to use various style of approach in teaching.

IDENTIFIED ISSUES

1st ISSUE

• John ask the pupils to form their own group :– 6 pupils of the high achievement, create 2

group together.– The other 9 pupils that is consist of 8 low

achievers divided to 3 groups.– Fight erupts between the high achiever

students (Chris) and the low achiever student (Richard).

JOHN SOLUTION TO THE 1st ISSUE

• John quickly steps in to stop the fight.

• John manage to finish the quiz and the lesson, but still think it is a fail P&P lesson.

2nd ISSUE

• John call both, Chris and Richard to the back of the class, but Richard decided to run for it.

• Richard actions makes John thinks it is useless if he only speak to Chris alone, because he is not the one who start the fight.

JOHN SOLUTION TO THE 2nd ISSUE

• John felt that Richard should not disobey his order.

• John decided to find Richard and advice him upon the matter.

• John send a disciplinary complain form towards the administration of the school.

3rd ISSUE

• Result of the anger store in him, Richard tends to threaten John.

• Richard also give an inappropriate gaze and also misbehave in front of John.

JOHN SOLUTION TO THE 3rd ISSUE

• Richard is sent to detention class.

• The detention class is supervise by Mr. Roberts.

4th ISSUE

• John felt that Mr. Roberts is doing it wrong in postponing Richard sentence after the incidents happen.

• Richard voice out his dissatisfaction towards John because he did not punish Chris.

JOHN SOLUTION TO THE 4th ISSUE

• John explain to Richard that, he is in detention class not because of the fight with Chris, but because of his action towards him.

5th ISSUE

• Richard become more aggressive, when he misbehave and raise his voice towards John.

• In the meantime, Richard previous English Teacher also step in to help, but also receive a threat from Richard.

• Aware by the situation, they call the vice principal to release Richard from detention.

6th ISSUE• John is still not satisfied with the punishment

that Richard had received, he thinks it is not enough to teach the boy a lesson.

• John insist on punish Richard, despite he is dismiss from the punishment period.

• John try using different kinds of problem solving methods even though it is futile.

• John regret his action for not discuss with other teachers before conducting his lesson.

CONCEPTS, MODELS & THEORIES

RELATED TO THIS CASE

ABRAHAM MASLOW MODEL

• The physiology and psychology needs to be fulfill for one to be more motivate, to extent his self potential in learning new things also manipulate his capability to challenge one self to the best that he can.

Operant Conditioning  (B.F. Skinner)

• Reinforcement is the key element in Skinner's S-R theory. A enforcer 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 Enforcer

• A reward, praise or a privilege• To get an individual to repeat the desired behavior

– Negative Enforcer• Is a stimulus that is removed so that the individual

will exhibit the desired behavior.

– Punishment• Actions taken to reduce undesirable behaviors.

• 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 Model- Dreikurs

• 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 Model- Dreikurs

• How to deal with students’ misguided goal-seeking 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.

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. Create positive teacher-student relations

2. Establish clear rules and routines

3. Monitor students’ behavior in the classroom by keeping some record

4. Implement a system of positive consequences to reinforce good behaviors.

5. Use appropriate consequences to reinforce limits set

6. 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.

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 enforcer (a reward, praise or a privilege)– It is because all the negative alternative

enforcer John tried is failed, John can use the positive enforcer.

– 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 enforcer to help him.

CONCLUSION

• As an progressive and scientific educator, a teacher must enrich themselves with useful knowledge through reading, attending courses, also further study.

• Do not easily influence by Your emotion when it involve Your students.

• 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.