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.