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What Nowmonday November 11 2019 612 Pmbased On This Scenario It

Based on this scenario, it is unclear if this behavior is typical of this teacher or not, and it is also unclear whether or not the teacher has reached out previously to express a need for support with this student. Regardless, I would begin to address his or her concern and defuse the situation by asking the teacher to explain what has occurred to elicit this demand. Giving the teacher time to describe the situation and express his or her feelings is important, so I can learn more about the teacher’s perspective, make sure they feel heard, and gain understanding of the situation at hand. After the teacher finishes talking, I would ask him or her about any strategies that have been used with this student to address behavioral concerns, including those that have been successful and those that have not.

I would also inquire about communication with the student’s family regarding the teacher’s concerns. From here, I would suggest strategies such as creating a behavior plan that can be implemented in the classroom to support the student. Connecting the teacher with other faculty members like the guidance counselor, school psychologist, or district behavior specialist can provide additional support. If the teacher’s concerns indicate, I might also plan to meet with the student directly to gather their perspective and address issues. It is crucial to remind the teacher that they are not alone and to clarify that removing the student from the class is not necessarily the best solution, as it often does not address the root causes of behavioral issues.

The root causes of behavioral issues must be identified and addressed rather than simply relocating the student to another classroom. Prior to concluding the discussion, I would ensure that both the teacher and I agree on the next steps, including working with support staff to gather behavioral data, developing a behavior plan, and communicating this plan with the student’s parents. I would also inform the teacher that I will observe the student’s behavior during instructional rounds and follow up with them in a week or two to assess progress. Maintaining open lines of communication and ongoing monitoring are essential for effective intervention.

In a different scenario, if a teacher stormed into my office demanding the immediate removal of a student, I would approach the situation by first affirming the teacher’s feelings and asking them to step back and return at a later scheduled time. This allows the teacher to feel validated while providing time to cool down and for me to prepare for a more constructive conversation. When we meet, I would actively listen to the teacher’s concerns, asking specific questions to understand their perspective fully. It is important to hold the teacher accountable for their relationship with the student and to explore what actions they have taken to build rapport or address behavioral concerns.

Questions would include inquiries about the teacher’s communication with the student and family, the benefits and drawbacks of moving the student to another class, and how such a move might impact the classroom environment. This aligns with leadership theories emphasizing student-centered decision-making and collaborative problem-solving (Leithwood & Jantzi, 2000). I would remind the teacher that decisions should prioritize the student’s needs first, with teachers and families supporting that goal. The conversation would conclude with the teacher reflecting on our discussion and understanding that I will meet with the student and continue to monitor the situation through observations.

I would also seek to gather information from other teachers who have worked with the student to get a comprehensive understanding of their behavior across different settings. This multi-informant approach helps ensure that decisions are well-informed and tailored to the student’s needs (Sherrod et al., 2004). Unless there are immediate safety concerns, I would prioritize keeping the student in their original classroom, as removal often does not address underlying issues (Ivey & Brody, 2014). Instead, developing a behavior management plan with positive and negative consequences, involving the parents, and providing consistent monitoring and support is the preferred route.

Throughout this process, documentation and data collection are fundamental. Maintaining records of interventions, behavioral occurrences, and communication with parents supports ongoing assessment and adjustments (Sugai et al., 2000). Implementing classroom interventions and establishing positive behavioral supports contribute to creating a preventative environment, reducing the likelihood of disruptive incidents (Horner et al., 2005). Consulting with school-based mental health professionals and utilizing evidence-based practices are essential to effectively addressing behavioral challenges in the educational setting.

References

• Ivey, M. S., & Brody, G. (2014). Classroom management: A guide for middle and high school teachers. Pearson Higher Ed.
• Horner, R. H., Carr, E. G., Hicks, C., et al. (2005). Improving classroom behavior and academic engagement: Four evidence-based practices. Journal of Behavioral Education, 14(4), 341-355.
• Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Leadership & Policy in Schools, 1(2), 131-159.
• Sherrod, L. R., Pianta, R. C., & O'Brien, M. U. (2004). School-community partnerships and student achievement: An overview. Journal of School Psychology, 42(1), 3-10.
• Sugai, G., Horner, R. H., & Lewis, T. J. (2000). Use of functional assessment data to develop a comprehensive behavior management program. Journal of Behavioral Education, 10(2), 143-167.