CASE STUDY : WHAT YOU DONT 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

CONTENT

SYNOPSIS (UNDERSTANDING)

CONCEPTS, MODELS & THEORIES

STRATEGY USED

CONCLUSION

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

Did not follow his

supervising teacher

teaching and learning

style.

Assertive

Did not know his students

background very well

Get angry easily

RICHARD

Racist

Stubborn

Disruptive Destructive

Retained for

several time

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

Logical Consequences

Model- Dreikurs

Reality Therapy- Glasser

Operant Conditioning (

B.F. Skinner)

Assertive Discipline-The Canter

Model

Abraham Maslow Model

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 students 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 JOHNS PROBLEM

How to solve Johns problem?

Assertive model

It is a Johns 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 Richards parents.

How to solve Johns 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 Johns 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 Johns problem?

Logical Consequences Model

John should have a soft and kind approaches to have a talk with Richard.

First, John have to discover Richards 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 Johns 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.