Unit 6 Seminar Agenda A Bullying in the schools is a very real problem that most schools face. In rare cases, it can become so serious that it’s cited.

A Bullying in the schools is a very real problem that most schools face. In rare cases, it can become so serious that it’s cited as a reason for student suicide. In early 2010, Massachusetts signed into law a tougher anti-bullying measure after the suicides of two students, who were said to have been harassed and tormented at school. The law requires teachers to report bullying to principals, and also prohibits cyberbullying.

Before this week’s seminar, read the following case study and come prepared to discuss effective strategies for preventing bullying. To learn about some of the more current laws, such as the one in Massachusetts, you can look up the topic on Kaplan library’s Newspaper Source database or do an Internet search.

Massachusetts's Law on Bullying:

•Descriptions of and statements prohibiting bullying;•Clear procedures for school staff to report bullying or retaliation;•Provision for anonymous reports;•Clear procedures for promptly responding to and investigating reports of bullying or retaliation;•Range of disciplinary sanctions for perpetrators of bullying or retaliation;•Clear procedures to address the victim's need for safety;•Strategies for protecting students who report bullying;•Procedures for notifying parents or guardians of both victims and perpetrators;•Procedures for reporting criminal activity to law enforcement;•Disciplinary provisions for knowingly false reports of bullying;•Strategies for counseling perpetrators and victims; and•Provision for ongoing professional development to build skills of all members of school staff.

Mr. Doddered sat alone in his fifth-grade classroom contemplating his next move. He was at a loss; he had tried everything to protect ten-year-old Brian Condotti from the bullies at Peterson Elementary School.

He visualized Brian, a very sweet child with a pleasant disposition, who had absolutely no self-esteem. Even when Brian was academically successful, he acted as if he had failed a final examination.

Case Study

Mr. Doddered thought about the numerous meetings he had had with Brian’s parents to speak about their son’s lack of self-esteem. They were nice people who really cared for their only son. Mrs. Condotti, a petite woman who was very religious, told Mr. Doddered that they had always sheltered Brian and were afraid God would take him as he had taken their first child, who died as a result of a hit-and run accident. She felt her protectiveness was justified, even if it caused Brian to become dependent.

Mr. Condotti, a big burly man, sat quietly in his seat until asked for his opinion, and then said in a booming voice, “She treats him like a little girl rather than a healthy young boy.” He was afraid to go near his own son because his wife said he treated him too roughly.

As a result of that meeting, Brian was placed in every physical activity that the school offered. He was forced to join the softball team, the volleyball them, and his class’s basketball team. In each case, Brian failed miserably. He was not athletically inclined and found great difficulty relating to his more aggressive teammates.

Mr. Doddered has also attempted to coach Brian at lunchtime, without much success. Brian just did not know how to deal with criticism, and cried whenever he was teased.

Mr. Doddered was at his wit’s end as to how he could build Brian’s self-esteem. He finally decided to take assertive action and punish all the boys in the class for being so mean to Brian. If that didn’t work, he was prepared to call and speak to every boys’ parents. He also made up his mind to make Brian the class monitor.

He expected that Brian would gain self-esteem with his newfound authority. He could now officially report any misconduct that occurred in the class. Mr. Doddered felt he was finally on the right path to helping Brian be the person he wanted to be.

Unfortunately, Brian’s self-esteem not only declined, but it became nonexistent. The next day at lunchtime, Mr. Doddered saw Brian cowering in the corner of the playground, crying, surrounded by a group of boys. When Brian was asked what happened he said, “They’re picking on me.” Scarpaci, (2007, p. 150)

Did Mr. Doddered make the best decisions regarding Brian?

Considering the different classroom management theories you’ve learned so far, what might be the most effective theory in this case?

Explain Why?

For this assignment, you will write your own case study. You will think about your past and present teaching or work experiences and develop a case study based on a particular challenge in the classroom or workplace. You may choose to present a hypothetical or actual case study for this assignment.

You will examine guiding principles, theories, and strategies that may be helpful in dealing with and potentially resolving this challenge. 

You are to select a model from the ones that were addressed in your textbook.

You will need to justify your selection and state specific ways you would incorporate the model into your classroom or work environment and how it would help move you toward resolution with the problem stated in your case study. You may choose to select more than one model and discuss how you would combine them.

Be sure to justify this combination. You are expected to not only use the information provided in course, but to also research the selected model on your own. You may even select a model that was not discussed in our course, but be careful to justify and explain your selection, as well as provide citation for this model.

Your report should be 4-5 typed, double-spaced pages, and in APA format, including all cited material (textbook, articles, eBooks, links, etc.).

To complete this assignment you will need to complete the following steps:

1.Identify a small group of students who have a similar behavior problem1.Identify the students’ age, grade level, and functioning grade level (FGL). Provide an explanation of how the FGL was determined. (1 paragraph)2.Discuss the different environments that affect the students’ behavior and their particular academic strengths and weaknesses

1. School Environment -The school environment is described in detail. (Climate, cleanliness, teachers, etc.) (2-3 paragraphs).  2. Community- The community is clearly described (neighborhood in general, living space, family unit, etc.) (2-3 paragraphs). 3.Classroom Teacher -The classroom teacher is described in detail (attitude, classroom management, relationship with students, etc.) (2-3 paragraphs )  4.Students’ Academic Strengths and Weaknesses -Both academic strengths and weaknesses (SWs) are addressed in detail and the way that you arrived at these SWs is addressed (2-3 paragraphs)

2.Model that will be implemented with these students

a. Show understanding of the model: Identify the model by author and name of the model (Ex.  Fredric Jones’ Positive Classroom Discipline). Then clearly demonstrate full knowledge of the behavior model with many explanations, elaborations and concrete examples that explain the major components of the model.

b. Show how the model will be incorporated into the classroom: Provide three or more concrete examples that clearly outline components of the selected model(s) and how these components will be incorporated into the classroom.

This assignment is due at the end of unit 7.

Questions/Answers