Reflection on Sam's story

When I heard Sam's story, the ninth provocation came to mind: “How can I control my students?”.A recurrent theme we discussed across all units in this first semester. Sam is a young impulsive adolescent, and everyone of us will come across a “Sam” in his class at some point. Reflecting on the motives behind his behavior, analysing the classroom situation, researching classroom discipline models finding advice to avoid confrontation with students will be the best way to prepare ourselves for being a teacher.

In Sam's story, one striking observation was the difference of attitude between different classes. Behavioral issues were not noticed in his Wood and Steel class. Was the subject, the teaching or the environment in this class better suited for him? Sam admitted liking mathematics and doesn't seem to struggle with it. Furthermore, he had a good relationship with his previous teacher and was having good results. It could be that movements, group activities and dynamic teaching in the the Wood and Steel classes are particularly appealing to him. As stated by Dr. Shann (in PPLE unit, lecture from Module D), boys thrive in an active, reflective and collaborative environment which could be lacking in the mathematics class displaying an “old fashion” classroom, a teacher staying in her “teacher's zone”, very little teacher or students' movement and limited use of engaging technology. The content might have been good and well delivered, Sam's motivation for the subject remain low. This emphasize how important it is for teachers not to focuse only on subjects but to set a high priority on teaching students. Qualifications in both content knowledge and students management are required: teaching is a profession, not a trade!

Considering Sam's learning style could also help teacher adapt their teaching style. When asked to take the HBDI test, Sam was identified as very strongly in the “D” quadrant characteristic of a holistic, intuitive and visual approach. Therefore a structured and sequential teaching methods would not suit his learning style. From this results and considering his success in visual and hands-on classes, Sam could also be a visual spatial learner (L. Silverman and also Gardner's Multiple Intelligences) characterised by very high visual-spatial abilities (controlled by the right brain hemisphere)and difficulties in auditory sequential tasks (controlled by the left brain hemisphere) such as repeating digits, repeating sentences or telling the day of the week in order. Underachievement in specific tests and difficult behavior during testing can be observed with children having difficulties in processing sequential tasks. Unfortunately, the school curriculum is sequential and not adapted to spatial style as these children despise routine and repetitive tasks but excel in understanding big picture and complex concepts. Linda Silverman offers adaptive techniques including use of visuals and hands-on experiences, presenting the big picture first, giving advanced work before mastering easier work and teaching to compensate for sequential weakness and poor rote memory (by making lists, sight approach and visual imagery, earphones, recording...) and encouraging creativity in all subject areas. Researching learning styles and adapting teaching methods is a continual intellectual pursuit resulting in improved teaching and increased student learning.

Reflecting on different classroom management styles studied in PPLE this term, my first thought were about the kind of teacher I want to be. The teacher in this situation didn't react well by “snatching the paper” out of Sam's hand. Sam was being disruptive and disrespectful of the rules and she became angry. Smith (1999) warn teachers against falling into the trap of pleading or getting angry as it will only trigger student's defiance. He also quotes Alderman' advice (1999) to deal in a very control manner including control of facial expressions, vocal intonation and body language. He also recommends to remind students of classroom rules and discretely clarify for the student what he should be doing. Rules and routines are the foundation of this interventionist model. Babkie (2006) also points out the importance of redirecting students in quiet manner and without embarrassing students or calling attention to them. Most important, showing respect toward students at all time is essential to develop good student-teacher relationships.

From an interactivist point of view (Bichelmeyer) another approach would consist in teaching the student to take control over his reactions rather than allowing his emotions to control him and burst out. If students can control their reactions, it would help them to feel in control of their environment. This contrasts with the interventionist model where reactions are controlled externally (by the teacher) rather than internally (by the student). In Sam's case, it would teach him to be aware of his feeling of frustration and boredom, and to control his initial impulsive reactions through “exit strategies” (count to 5, ask for a time out etc.). Help from the teacher would come from setting up clear guidelines and “warning” signs (words, sentences, encouragement to complete the work) used consistently. If necessary, appropriate extension work can be provided to avoid boredom. This approach would teach Sam to behave in this particular classroom context and would also benefit in other classes or outside school.

Sam's difficult attitude should also be considered in a diagnostician point of view. His disruptive behavior and his inability to sit for long period of time could be signs of ADHD (Attention Deficit Hyperactivity Disorder) or ODD (Oppositional Defiant Disorder). The teacher is accountable to the students and their parents for exploring a suspected behavioral problem. He may require help from the counsellor to introduce steps to “Define the problem, Identify solutions, Reflect on choices and Try to solve problem (easily remember as DIRT, Cook 2005). Intervention requires collaborative efforts between the school, the parents and the students . Solutions can be proposed to the teacher to help coping with a challenging behavior. Harrison (2006) suggests that teacher avoid a power struggle with the student in all cases, and offer alternatives by giving students choices and time to walk away to reflect and choose an appropriate behavior.

When discussing Sam's story with an outside teacher, her opinion was that asking students to sit quietly for a hole hour is a long time for year 9. Sam sat for 40 minutes doing the exam before starting to feel the need to talk and move. For some students it can already be a big effort! She would have give him a choice: either give back his test as it was and leave the room, or finish the test quietly as fast as possible before going outside to relax. Giving him a choice was crucial for her.

From these approaches, four advices appear essential to me:
- Rules are important and must be accepted from the start by both students and teacher
- Teachers must remain calm and respectful at any time toward students
- Students will benefit from being given choices and time to reflect on them
- Learning to understand our own impulsive behavior and alternative approaches to avoid them benefit in the short and long term.

References:

Alderman, G. L. (1999). Views from the classroom: Teacher's opinions of state wide testing programs. Theory Into Practice, 42(1), pp 18-29.

Babkie, A. (2006) Be Proactive in managing classroom behavior. Intervention in School and Clinic, 42 (3), pp 184-187.

Bichelmeyer, B. Interactivism: Change, Sensory-Emotional Intelligence, and intentionality in being and learning. http://www.eric.ed.gov.80/PDFS/ED443810.pdf

Cook, M.N. (2005) The disruptive or ADHD child: what to do when kids won't sit still and be quiet. Focus on Exceptional Children 37(7), pp 3-8.

Gardner's Multiple Intelligences: http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Harrison, L. (2006) Practically speaking: ADHD in the classroom. Special Education Perspectives, 15(2), pp. 3-8.

HBDI: http://en.wikipedia.org/wiki/Herrmann_Brain_Dominance_Instrument

Linda Silverman: http: http://www.gifteddevelopment.com/Articles/vsl/v70.pdf

PPLE Unit, Module D: http://ucangraddip.wikispaces.com/PPLE+Module+4

Smith, A. Bondy, E. (2007) “No! I won't!” Understanding and responding to student defiance. Childhood Education, 151, Vol. 83, Issue 3. pp 1-7.