Recently I received the following email regarding a challenge a coach was facing in her school. As usual, I sent the email out to coaches for advice, and they had lots of ideas. If others reading this post have other suggestions, we’d love to hear them:
The Challenge:
Our 4th grade has 4 boys that are a constant disruption/discipline problem and have been since Kindergarten. (Now the problems get bigger as they do) There is little or no parental support, one comment being, "when he's at school he's your problem, don't call me". They are in the principal's office on a regular basis. One has 44 visits in 60 days. The teacher gets support form the principal (who is new) but he isn't sure what to do either. Anyway the 4th grade teacher is an experienced teacher who has always had good classroom management but she is as stressed as I've ever seen her and to the point of throwing up her hands and walking out. I don't really know how to help her. She says teaching the other student is next to impossible. I would appreciate any suggestions you might have.
The Coaches’ Responses
Coach A
First of all, unless the school is too small for two fourth grades, they should always only have two in each of the classes. Now, after saying that these are some ideas the teacher could try:
• individual private contracts
• individual contracts with class involvement--if they are earning the class points toward something, sometimes positive peer pressure is wonderful
• ask the principal for study carrels (the students "earn" the right to come out of the "office" and work with the "good" students)
I'm sure the teacher's are routinely calling home BUT call the parent and let them know you are doing the following:
• daily document every behavior or work habit the students perform--make four copies each week of this document--give a copy to the following people:
• parent(mail home-yes, each week)
• principal
• counselor
• social worker
• teacher keeps the original copy
Yes, it is a nuisance and time consuming, but does it make a difference? Oh yes, it does! I know that from personal experience.
I hope this helps. There is no reason to become bald.
Coach B
If I were a betting woman (which I'm not) I would assume that these are 4 african american male students, white teacher, and that these 4 kids come from challenging circumstances. Now having stuck my neck out, with the very real possibility of being WRONG on my premise, I would first advise this teacher, and principal to get Countering the
Conspiracy to Destroy Black Boys, Pt. 1-5. Next, armed with the information contained in the reading materials, possibly partnering with some upperclassmen (high school) or young adult males, (african american) who can gain a connection with these kids, and their parent(s). A community partnership is the key. These boys have strong armed the teacher's classroom, and with this found their niche for acquiring power and attention. If this is a local school, I would also offer my services as an attempt to connect with the mother(s)/parent. Sometimes having someone that parents are familiar with, can broker a connection, too.
Now, if my premise is wrong, then totally disregard this message....
Coach C
I know it's nice (if not egotistical) to think that all problems can be solved by a competent Instructional Coach, but let's be real here, if these are indeed the unmitigated facts:
• these students are consistent (over years) in this behavior
• the teacher(s) are competent
• the parents are unwilling to recognize / help w/ the problem
This case has been allowed to get so out of control that it is beyond the scope of an instructional coach to remedy. These particular boys have been allowed (conditioned) to conduct themselves in this manner, because there has obviously been no definitive pattern of correction - no substantive consequences (beyond frequent visits with a baffled Principal).
If the parents see no cause for concern then perhaps an extended vacation with their little ones might convince them otherwise. After an explicit warning and subsequent poor behavior, suspend the little buggers. I know we're supposed to keep em in class, but if they're interfering with the progress of the rest of their peers, then doing slight disservice (perhaps a true SERVICE to the families of said boys by encouraging dialogue in what would appear to be a noncommunicative relationship) to these few far outweighs committing a greater disservice to those willing to learn.
The pattern followed thus far in the case is not helping anyone: student, parent, teacher, administrator. As educators these boys must be our primary concern, and sometimes one must run headfirst into the wall if they're not accepting a hand up to scale it.
Coach D
The basic question that has to be addressed first is this - what is the payoff these boys are getting for their behavior? They are obviously being "rewarded" as a reward is anything that causes a behavior to continue or increase in frequency. (Even if we think we are giving a punishment, it can in fact be a reward. To figure out if a consequence is punitive or rewarding, you have to look at whether or not the behavior increases.)
Once you figure out what the boys are getting (which could very well be the power that Coach B is talking about), you have to figure out how to give them that reward when they are behaving appropriately while at the same time removing any factors that provide that reward when they are behaving inappropriately.
It seems very vague, but vague is all we have until we know the reason or payoff behind their behavior.
Coach E
CHAMPs has a section on reasons for misbehavior, which explains, among other things that the consequences for misbehavior have to address the real issue. We have a student in our school who has an IEP with a behavior plan. The plan states that his behavior is attention seeking; however, the plan actually gave the student lots of attention. We devised a new plan that reduced the attention given for misbehavior. It was working well, and then his class assignments were changed. The students in this situation most likely need to feel that they are in control or desperately need attention. Obviously the principal’s office is not diminishing the behaviors.
Monday, July 30, 2007 at 09:12PM