Critical Incident No.2

Incident 2: A Behaviour Management Strategy and Its Impact on John (name changed)

Recently, I was undertaking a Fly-In and Fly-Out (FIFO) contract teaching in a regional district high school in Western Australia (WA). The school seemed grappling with students’ behaviour problems. One of the strategies teachers at this school used was undertaking upfront steps when a behaviour confronts them in the class. The steps comprise, 1. A verbal reminder of the action, 2. A verbal warning with consequences if repeated, 3. Writing a student’s name on the board with a verbal warning, 4. Writing the name on the board and putting a cross next to the name with a verbal warning, 5. Putting two crosses next to the name with a final verbal warning, 6. After three crosses, filling up the behaviour form and sending the student to the office for further disciplinary action by the school.

On one occasion, in an eight-grade English class, I incorporated these disciplinary measures to address the behaviour of John (pseudonym). He was diagnosed and identified with ADHD. I felt writing student’s name on the board was embarrassing and humiliating; however, when all the available strategies fail, teachers become susceptible to resorting harsher actions. John exhibited excessive disruptive behaviour and demonstrated aggression in the class. I eventually felt it necessary to refer him to the school office after exhausting all available steps. Regrettably, this disciplinary action exacerbated his existing behavioural records, resulting in a suspension from the school.  

Upon learning of the school’s decision, I experienced a sense of guilt and began critically examining the ethical implications of my actions. I contemplated the potential consequences if I had refrained from sending John to the office. Would he still have faced the suspension? What about the impact on other students eager to learn but disrupted by John’s behaviour, which adversely affected the classroom environment? Did I make the most appropriate decision for the benefits of the other students? Should I have considered alternative classroom management strategies, such as assigning him to a buddy class or allowing him to sit or stand near the entrance door?

However, the later alternative was deemed ineffective, as John has previously displayed a tendency to evade the classroom and hide in the restroom during similar instances. Furthermore, sending him to a buddy class raised concerns about potentially transferring the disruptive behaviour (bugs/problematics of John) to another class. Moreover, teachers in the buddy class might view the action as a weakness in classroom behaviour management skills. I have noticed that some teachers applied these disciplinary measures unsparingly. The school’s Principal and Deputy Principals were observed actively intervening during recess and lunch breaks to deter John and his associates from causing disruptions within the school premises.

Nonetheless, I was intrigued by John’s behaviours and aspired to ascertain more about his circumstances. During a whole school award incursion day, I was assigned the responsibility of supervising students who were not included in the list of awardees, with John being among them. Seizing the opportunity presented by this informal session, I engaged in a conversation with John. Throughout our discussion, I discovered that his parents had separated, and he resided with his mother and stepfather. With a total of eight siblings from both sides of his parents, he conveyed a lack of positivity regarding his mother, indicating a challenging and unfriendly home atmosphere.

These revelations about John prompted consideration that his aggressive and disruptive behaviours might be rooted in his home environment. It suggested the need for special care and positive interventions from both the school and government, rather than resorting to draconian punishments.

Reflective Action for Future

Future actions include a more nuanced approach to disciplinary measures, considering alternative strategies, and delving deeper into students’ background for a holistic understanding. As an educator in the classroom, I acknowledge the importance of discerning the nuances and potential ramifications of my actions. It is crucial to thoroughly analyse any occurrences before making decisions that pertain to the well-being of students. For example, I learned that John had a deep passion for drawing and had a unique ability to convey his narrative through a visual storytelling. Leveraging his enthusiasm for art, I differentiated my English lessons to incorporate drawing, effectively using it as a catalyst to actively involve him in classroom activities. This approach proved instrumental in maintaining his engagement within the learning environment. Furthermore, at my request to the Head of the Department, I was provided an Education Assistant to accord invaluable support in guiding John through his classroom lessons. This support system rendered notable improvements in John’s academic progress and behaviour management.

Critical Incidents for Learning and Re-learning

 

Incidents Based on Lived Experiences in Australian Schools

Critical Incidents are not simply describing the incidents that occur in schools or classroom settings but observing and literally creating those incidents into thematic patterns, undertaking meaningful value judgements (practical, diagnostic, reflective and critical) and then providing interpretations of the paramount importance of the events in wider context using relevant critical analysis tools such as thinking strategies, the why? challenge, dilemma identification, personal theory analysis, ideology critique, and autobiographical and social inquiries (Tripp, 2012).

Incident 1: A Year Coordinator’s Problem or Aeron's?

I assumed a relief teaching work at a secondary school in Perth in 2022. The class had just resumed after recess, and we were in the midst of a lesson on writing a persuasive essay for grade 9 when a Year Coordinator entered the classroom in panting breaths. The teacher began yelling at a student named Aeron (name changed), demanding to know what he did in the restroom during recess. Aeron responded with a denial, prompting the teacher to accuse him of lying and insist on going to the office to call his parents. Aeron resisted compliance, and the entire class looked on in disbelief.

The incident shocked me as it unfolded in front of the entire class. Empathetically speaking, Aeron’s safety and privacy seemed compromised. Publicly shaming and accusing students in front of their peers may breach the teacher’s code of conduct. It led me to question whether the school lacked a positive discipline policy or if the Year Coordinator had not received proper professional training on the policy. On the contrary, was the teacher reacting due to frustration with Aeron’s repetitive behaviour or was he overwhelmed by other disciplinary tasks with students? Could he have employed walking meditation or breath-calming exercises (Kabat-Zinn, 2020) on the way from the incident site to the classroom and handled the situation more tactfully by disciplining Aeron privately?

Despite my lack of proper understanding of management theories, I perceived the incident as an act of intimidation and harassment toward students. The teacher’s disciplinary action appeared more severe than whatever Aeron did in the restroom during recess. This conclusion may be influenced by my personal theory, developed over 20 years of teaching, that there is always a reason behind a student’s actions, and responses should be positive and unbiased to understand and address the issue.

Nonetheless, the incident necessitates further investigation using the framework of diagnostic analysis (Tripp, 2012). Questions arise about what Aeron did in the toilet, how he did it, the presence of a teacher on duty, who reported the incident, and what evidence was provided. This incident prompted a re-evaluation of disciplinary actions, ethical considerations, and understanding students’ home environments.

Reflective Action for Future

When considering learners and their behaviours, teachers often overlook the students’ personal challenges. Thinley et al (2018) suggested that students’ prior learning, health, home environment, and peer pressure significantly impact their behaviour in school.

This incident serves as a poignant reminder for me to remain vigilant about my conduct when engaging with students.  Consequently, refraining from committing any biased treatment towards students regardless of their behavioural challenges, has enhanced my relationship with them and enabled me to effectively deliver my lessons.