My teaching partner, Darlene had a very effective “DISCIPLINE without STRESS discussion” this week with Casey, one of our Special Needs students. Although Casey is several years older than the other children in our Grade One class, socially he does best with this age group because he has the same play interests as six year olds.

In the beginning of the year, Casey was able to do many of the academic assignments given to our regular students but lately he has been unable to keep up with the pace of learning that is suitable for all the others in the class. Although we have modified our expectations for him and have created an individualized program that would better suit his academic needs, he is quite aware that he’s no longer able to do the same tasks as the other children. He knows he can’t keep up, and sadly this has led to strong feelings of frustration and inadequacy for Casey.

Over the past several weeks Casey has started to make a lot of noises during lessons and sometimes he even refuses to do what is asked of him. Sitting as he does, in the front of the room (in a spot he chose last June), this kind of behavior causes disturbances that hampers the learning of others. So, a couple of days ago, Darlene asked Casey to stay in at lunch for a private discussion.

She asked him to identify his level of operation during lesson times. He said he was on Level A because his noises were loud. Probably WE would say he was operating on Level B, not quite as low as A, but this is an example of a time where it wouldn’t have been productive to quibble about the exact level. Level A or B – it really doesn’t matter in this case–both are unacceptable–and that is the important point.

Then Darlene asked Casey WHO he wanted to be in charge of him–himself or her? Who did he want to have power over him? He quickly said that he wanted to have power over himself. She then explained to him that if a person operates on the lower two levels they are giving their power away to someone else. A teacher responding to Level A or B behavior, has to take over and be the boss—the teacher ends up in charge. That’s how Levels A and B work.

Darlene then honestly told Casey that she couldn’t have a person who is setting a poor example by making noises and refusing to do his work, sit at the front of the room. She explained that the other children might think this was okay. As well, she said that she found that when someone was making noises right near her, she felt distracted in her teaching and so couldn’t give a good lesson.

Sadly, she asked him to consider what should have to happen if he continued to operate on a low level? Well, even he could see there was only one option–he’d have to move to a desk in the back of the room. She asked him if he thought he could have power over himself–or would SHE need to take control of him? He said that he could do it himself–and he did! He’s been cooperative and attentive for the last two days.

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Posted In: Choice, M. Special Challenges
posted On: July 7, 2007: 10:15 am: By Kerry Weisner
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