A Case Study"what You Don't Know Can Hurt You!" For Teacher

INSTITUT PERGURUAN DARULAMAN
CASE STUDY
“WHAT YOU DON’T

KNOW CAN HURT YOU!”
Prepared by,
Mohd Zariq B. Zamberi, 860127-08-5073
Mohd Faisal B. Salim, 870424-09-5197
Mohamad Tarmizi B. Mohamad, 870912-35-5197
CONTENT
 About the story…
 The strategy used by John…
 The concept, model and theory that related

to this case…
 Solving John’s problem…
The Story…
BACKGROUND
 There is a class, the only one proved to be
troublesome.
 Consisted of 15 eight grade students. (7 is
good in academic, the other 8 is not.)
 Among the 7 high academic achieving, one
of them is black.
 Among the 8 lower academically, one of
them is white.
BACKGROUND
 All of them had the racial sentiment.
 The white students came from the rich
neighborhood.
 The black students came from the poor
neighborhood.
CHARACTERISTICS
 John
 Did not follow his supervising teacher teaching
and learning.
 Assertive
 Did not know his students background very well
 Easily get angry
 Richard
 Racist
 Stubborn
 Disruptive
 Destructive
 Had been retained for several time
CHRONOLOGY OF THE STORY
 One afternoon, John plan to conduct his class
by his own way, not following his supervising
teacher routine.
 Usually his supervising teacher gave the
students individual written assignments to
complete and very little direct instruction and
group work approaches.
 He directed his students to form a group of
their choice.
 He is going to do game.
 John realized that his students had selected

themselves into groups of racial and
academic achievement.
 An argument erupted between Chris (good in
academic) and Richard (bad in academic).
 John immediately rose up and quickly
separate them because they had already
begun pushing and shoving each other.
 He then proceed with his game.
 After the class finished, Chris and Richard
continuing fighting at the door.
 John called them to back to the class, only
Chris went back, but Richard run away.
 John released Chris because Chris didn’t start
the fight and it is worthless to have a discuss
with only one of the students involved.
 John reflect back what he have done.
 He decided to go look for Richard.
 He found Richard at the bicycle parking.
 He approached Richard and said he wanted

to talk.
 Richard responded by jumping on his bike
and said, “I don’t got time for this,” as he
rode away.
 John angry, immediately went to the office
and submitted a disciplinary referral.
 In the next morning, John gave Richard the
referral notice and accompanied him to the
office for a conference with the vice-
principal.
 On the way, John already explained that the
referral meant assigned afternoon detention
in his classroom for refusing to stop when
John called.
 After half an hour, John went to the office to
do some work, and he noticed Richard still
waiting outside the vice principal office.
 John heard Richard making comment by
whispering to the students next to him “I’m
going to break his jaw.” but John decided to
ignore.
 As he was leaving he once again
encountered Richard.
 John glanced at him, Richard retorted sharply
and said “don’t be looking at me boy!”
 John get very angry.
 And ask Richard to go in and wait until Mr.

Roberts to see him.
 Although Mr. Roberts going to keep Richard
in-school suspension (ISS), but Richard
showed up in class.
 Obviously, Mr. Roberts had bungled the ISS
schedule.
 Fortunately, Richard remained quiet and
calm.
 Richard didn’t go to detention on that
afternoon, with an excuse he had to catch his
bus or he would have no way home.
 But, with a promise he can go home, but he
had to stay the following day.
 John warned him that a failure to do so would
result in a referral and suspension.
 During the next day detention in the
afternoon, Richard announced, “the only
reason I’m staying this detention is because
Mr. Roberts said I had to.”
 And John attempt to explain why he was
given detention, Richard’s behavior became
erratic and John was losing control of the
situation.
 Richard refused to be seated and walked
around the room striking the computer, desk
and other objects with a yardstick.
 Because of this situation, John asked the
other students (the students under detention
also) to go to library to complete their work.
 John tried to explain
 Each time Richard retorted, “how come Chris
didn’t get referral?”
 And then he covered his ears and begun to
sing rap tune about how Chris didn’t get
referral. He don’t want to listen to John
explanation.
 Soon in his rap tune he said that he going to
beat up Chris, he was going to see vice
principle to accuse John tried to hit him with
a yardstick and slit his throat.
 He called John “stupid” and “peanut head”,
declared that he hated John.
 He want John go back to university.
 Richard pulled out from his jacket a small
bottle that inside it look like water, but he
called it “beer” and “wine.”
 Two times he wandered outside classroom,
and John reminded him that during detention
he must stay in the classroom.
 Once inside the classroom, John attempted to
do some work, but Richard was singing out
loud.
 John delivered a stern look, Richard
confronted him. “you staring at me! Don’t be
looking at me! Have you got a problem?”
 John sensed that Richard was soliciting a
fight.
 John afraid and at the moment John saw a
student pass by, he asked the student to get
the teacher next door.
 The teacher, who happened to be Richard’s
English teacher, stepping inside the
classroom and she ordered him with a stern
tone of voice to sit down.
 Richard also want to take her on as well.
 Realizing that, she went to see vice principal,
who told her to release Richard from
detention.
 Although Richard can leave the detention,
but he want to stay because John intended to
report his behavior and to rerefer. But John
insist going to do so either he stay or not.
 John left school that afternoon with an
terrible sense of failure.
 Two days later, John had a discussion with
the English teacher and special education
teacher.
 He found out that Richard had been
attending classes for students with behavior
disorders for past two years.
 And John blamed his own ineptness for
creating the situation.
The strategy used by
John…
THE STRATEGY USED BY JOHN…
 Punishments
 He gave Richard referral and detention class.
 Laissez Faire
 Givinga total freedom to student to do
everything, in this case John allowed them to
choose their group of their own.
The concept, model and
theory that related to this
case…
OPERANT CONDITIONING (B.F.
SKINNER)
 Reinforcement is the key element in
Skinner's S-R theory. A reinforcer is anything
that strengthens the desired response. It
could be verbal praise, a good grade or a
feeling of increased accomplishment or
satisfaction.
OPERANT CONDITIONING (B.F.
SKINNER)
 Three way to modified behavior:
 Positive Reinforcer
 A reward, praise or a privilege
 To get an individual to repeat the desired behavior
 Negative Reinforcer
 Is a stimulus that is removed so that the individual will
exhibit the desired behavior.
 Punishment
 Actions taken to reduce undesirable behaviors.
ASSERTIVE DISCIPLINE-THE
CANTER MODEL
 Assertive teachers make their expectations
clearly known to students, parents, and
administrators. They calmly insist that
students comply with those expectations.
They back up their words with reasonable
actions. When students choose to comply
with teacher guidance, they receive positive
benefits. When they choose to behave in
unacceptable ways, the teacher follows
through with consequences that reasonably
accompany the misbehavior.
CANTER MODEL
 Applying assertive discipline:
1. Create positive teacher-student relations
2. Establish clear rules and routines
3. Monitor students’ behavior in the classroom by
keeping some record
4. Implement a system of positive consequences
to reinforce good behaviors.
5. Use appropriate consequences to reinforce
limits set
6. Establish strong parental support for your
plan.
CANTER MODEL
 The Canter model emphasizes
 statingrules/expectations clearly,
 applying positive consequences when
expectations are met and negative
consequences when they are not met, and
 being assertive rather than passive or hostile.
LOGICAL CONSEQUENCES MODEL-
DREIKURS
 The motives influencing students behavior:
 Seeking attention
 If they do not receive the attention they crave through
their actions.
 Exercise power/ power struggle (conflict)
 May display their rebellious , defiance, disobey and
disruptive.
 Exact revenge
 Provoke hostility in order to gain recognition and
destructive.
 Display inadequacy/ avoidance (isolation)
 Being alone.
DREIKURS
 Use of logical consequences to correct
misbehavior.
 A student should be given a choice to correct
his misbehavior and not be forced to behave
as directed.
DREIKURS
 How to deal with students’ misguided goal-
seeking behavior:
 Ascertain student’s motive.
 Help student understand his motive.
 Help students exchange his mistaken goals for
useful ones.
 Encourage him to be committed to his new goal.
 Help student learn the consequences of his
action.
REALITY THERAPY- GLASSER
 In Reality Therapy they are classified under
five headings:
 Power (which includes achievement and feeling
worthwhile as well as winning).
 Love & Belonging (this includes groups as well
as families or loved ones).
 Freedom (includes independence, autonomy,
your own 'space').
 Fun (includes pleasure and enjoyment).
 Survival (includes nourishment, shelter, sex).
 Basic premises of Reality Therapy are as
follows:
 Focus on the present and avoid discussing the
past.
 Encourage people to judge their actions by "Is
what I am doing getting me closer to what I
need?"
 Help people create specific, workable plans to
succeed in fulfilling their needs, and then follow
through by helping them evaluate their progress
(William Glasser Institute, 2004).
 Whether a student is meeting his or her
needs the three basic questions that are
asked are:
 What do you want?
 What are you doing to get what you want?
 Is it working?
HOW TO SOLVE JOHN’S
PROBLEM?
PROBLEM?
 Assertive model
 It is a John’s fault for not being assertive
 He should have stating rules and expectations
clearly.
 When the two boys was fighting he should said
that fighting is not good and I want you not to
fight.
 Furthermore, he should have a contact with
Richard’s parents.
PROBLEM?
 Positive Reinforcer (a reward, praise or a
privilege)
 Itis because all the negative alternative
reinforcer John tried is failed, John can use the
positive reinforcer.
 John can reward the Richard if he behave his self.
 To get Richard to repeat the desired behavior
PROBLEM?
 Logical Consequences Model
 The fighting between Chris and Richard showing
them seeking attention.
 In such situations, John should avoid open
confrontation with Richards because applying
pressure usually leads a power contest.
 But after Richard outburst, it seem there is
power struggle between John and him in the
detention class.
 Richard exhibit his destructive behavior.
PROBLEM?
 Logical Consequences Model
 John should have a soft and kind approaches to
have a talk with Richard.
 First, John have to discover Richard’s motive.
 Then help him understanding his motive.
 Next reform and reshape his mistaken goal of
behavior.
 Finally, encourage him to committed to his new
goal.
 Help Richard learn the consequences of his
action.
PROBLEM?
 Reality Therapy
 This model emphasized on basics needs, so John
has to know is Richard has his basic needs
fulfilled?
 Once again with a gentle approach, John should
ask what exactly that Richard want? And say you
are here to help.
 Then, ask if Richard do the right things to
achieve what he want.
 If not, you can give advice and positive reinforcer
to help him.
CONCLUSION
 The title of this case “WHAT YOU DON’T
KNOW CAN HURT YOU!” is represent the John
his self doesn’t know the background of his
students especially Richard.
 As a teacher, we should know all about our
students.
 Furthermore, it is better to use gentle
approach in changing a behavior disorder, if
not the confrontation would might be
happened.
 In addition, we have to show to the students
that we care for them.
THE END
 Thanks for lending your ears…

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INSTITUT PERGURUAN DARULAMAN

“WHAT YOU DON’T

 The concept, model and theory that related

 John realized that his students had selected

 He found Richard at the bicycle parking.

 He approached Richard and said he wanted

 And ask Richard to go in and wait until Mr.

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