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CASE STUDY : WHAT

YOU DONT KNOW CAN

HURT YOU.- By, John

Mccullum

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CONTENT

SYNOPSIS

(UNDERSTANDING)

CONCEPTS,

MODELS &

THEORIES

STRATEGY

USEDCONCLUSION

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SYNOPSIS

(UNDERSTANDINGOF THE CASE STUDY)

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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 ofthem is white.

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SETTINGS All of them had the racial sentiment.

The white students came from the rich

neighborhood.

The black students came from the poor

neighborhood.

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CHARACTERS JOHN

RICHARD

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John

Did notfollow his

supervisingteacher

teaching and

learningstyle.

Assertive

Did notknow his

students

background

very well

Getangry

easily

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RICHARD

Racist

Stubborn

DisruptiveDestructive

Retained

for

several

time

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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)

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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. Thatis, giving individual work, and less group

activities.

To John, it is important to use various styleof approach in teaching.

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IDENTIFIED ISSUES

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1stISSUE

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 achieverstudents (Chris) and the low achiever student

(Richard).

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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.

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2ndISSUE

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.

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JOHN SOLUTION TO THE 2nd

ISSUE John felt that Richard should not disobeyhis order.

John decided to find Richard and advice

him upon the matter.

John send a disciplinary complain form

towards the administration of the school.

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3rdISSUE

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.

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JOHN SOLUTION TO THE 3rd

ISSUE Richard is sent to detention class. The detention class is supervise by Mr.

Roberts.

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4thISSUE

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.

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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.

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5thISSUE

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.

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6thISSUE

John is still not satisfied with the punishment thatRichard had received, he thinks it is not enough

to teach the boy a lesson.

John insist on punish Richard, despite he isdismiss 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.

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CONCEPTS, MODELS& THEORIES

RELATED TO THIS

CASE

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LogicalConsequences

Model-

Dreikurs

RealityTherapy-

Glasser

Operant

Conditioning (

B.F. Skinner)

Assertive

Discipline-

The Canter

Model

Abraham

Maslow

Model

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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 tochallenge one self to the best that he can.

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Operant Conditioning (B.F.

Skinner)

Reinforcement is the key element in

Skinner's S-R theory. A enforcer is

anything that strengthens the desiredresponse. It could be verbal praise, a good

grade or a feeling of increased

accomplishment or satisfaction.

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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.

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The motives influencing students behavior:

Seeking attention

If they do not receive the attention they cravethrough 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.

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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.

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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 hisnew goal.

Help student learn the consequences of

his action.

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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.

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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 reinforcelimits set

6. Establish strong parental support for your

plan.

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Assertive Discipline-The

Canter Model The Canter model emphasizes

stating rules/expectations clearly,

applying positive consequences when

expectations are met and negativeconsequences when they are not met,

and

being assertive rather than passive orhostile.

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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).

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Reality Therapy- Glasser

Basic premises of Reality Therapy are asfollows:

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 tosucceed in fulfilling their needs, and then

follow through by helping them evaluate their

progress (William Glasser Institute, 2004).

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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?

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HOW TO SOLVE

JOHNS PROBLEM

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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.

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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 canuse the positive enforcer.

John can reward the Richard if he

behave his self. To get Richard to repeat the desired

behavior

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How to solve Johns

problem? Logical Consequences Model

The fighting between Chris and Richard

showing them seeking attention.

In such situations, John should avoid openconfrontation with Richards because applying

pressure usually leads a power contest.

But after Richard outburst, it seem there ispower struggle between John and him in the

detention class.

Richard exhibit his destructive behavior.

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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.

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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.

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CONCLUSION

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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.