Case 4: Case 4: IS KEVIN IS KEVIN

BLUFFING?BLUFFING?By: Carol YakeBy: Carol Yake

Prepared by:

Ahmad Fakhri Mohd Zaki

Nor Emylia Muhawiz

Mohd Adli Suhaimi

3 PPPR Maths 1

CONTENTSCONTENTS

WHAT IS THE STORY ALL WHAT IS THE STORY ALL ABOUT?ABOUT?

CHARACTER AND CHARACTER AND CHARACTERISTICSCHARACTERISTICS

THE CONFLICTSTHE CONFLICTSMODEL USEDMODEL USEDSTRATEGIES CAN BE TAKENSTRATEGIES CAN BE TAKEN

Ms. Carol Yake teaches 24 students from six grade at Lockaven Elementary School.

One of her students, Kevin had been diagnosed as psychotic (mental disorder)

and found eligible for placement in the behaviour disorder classroom

the principal, Ms. Rice, put Kevin in Carol’s classroom.

Ms.Rice felt that Carol have more experience in teaching than the 1st year behaviour

disorder teacher, Allison King.

Allison King had neither the experience nor the necessary strategies to work

effectively with Kevin.

Carol and her students faced Kevin’s storm (being tantrum) with tolerance and the students were careful not to provoke him.

Kevin’s tantrums were so frequent and violent so Ms Rice had arranged the maintenance man, John Patterson to remove Kevin to

Allison’s room when necessary

There, a wooden partition was erected to serve as a time - out site, where he was remain until

he became calm.

Allison & Carol had written out a list of behavior that would placing Kevin in time-out and made

sure that he understood them.

Carol felt that the only thing to do was to call his bluff (deal with Kevin’s tantrums)

She made a great effort to conceal from Kevin her true feelings (intimidated and frightened) about him.

After a private conversation with Kevin, finally she find out that his father used to beat him when he was small.

Carol noticed that his mother didn’t want to cooperate with her to solve Kevin’s problems.

Carol was told by the mother that Kevin had talked of committing suicide before.

One day, Kevin swayed on the thin railing of the stack. Carol confused. If she took a step, he may fall backward or just go over the railing. But if she doing nothing, will he comes away and will calling his bluff work this time?

KEVINKEVIN

Sixth grade’s studentSixth grade’s student

Had been diagnosed as psychotic Had been diagnosed as psychotic (mental problem)(mental problem)

Always make problems and being Always make problems and being tantrums.tantrums.

Have family problem and his father Have family problem and his father used to beat him when he was small.used to beat him when he was small.

MRS CAROLMRS CAROL

Sixth grade’s teacherSixth grade’s teacher

14 years experience as a teacher14 years experience as a teacher

Kind and rsponsible teacher.Kind and rsponsible teacher.

Pretending to be brave and calm Pretending to be brave and calm while facing Kevin’s tantrums.while facing Kevin’s tantrums.

ALLISON KINGALLISON KING

A new teacherA new teacher

Had neither the experience nor the Had neither the experience nor the necessary strategies to work with necessary strategies to work with

problematic studentsproblematic students

Help Carol to deal with Kevin’s Help Carol to deal with Kevin’s misbehaviour.misbehaviour.

KEVIN’S KEVIN’S MOTHERMOTHER

Loving motherLoving mother

Always give what Kevin wantAlways give what Kevin want

Can’t give cooperation to Carol : Can’t give cooperation to Carol : helps Kevin in his behaviourhelps Kevin in his behaviour

MS.RICEMS.RICE

The school’s principalThe school’s principal Have initiative to solve Kevin’s Have initiative to solve Kevin’s

misbehaviourmisbehaviour in the class (move in the class (move class & provide the maintenance class & provide the maintenance man).man).

THE CONFLICTS…THE CONFLICTS… Kevin had been diagnosed as Psychotic.Kevin had been diagnosed as Psychotic. He was found eligible for placement in the He was found eligible for placement in the

behaviour disorders classroom.behaviour disorders classroom. Other students were careful not to provoke Other students were careful not to provoke

him. him.

( being isolated in the classroom )( being isolated in the classroom ) Kevin’s tantrums were so frequent & so violent Kevin’s tantrums were so frequent & so violent

- screaming, cursing, & destruction of the - screaming, cursing, & destruction of the classroom.classroom.

Several weeks ago, Kevin ran in a fit Several weeks ago, Kevin ran in a fit of rage to the plate glass window and of rage to the plate glass window and menacingly Carol to kick it.menacingly Carol to kick it.

His real father always beat him when His real father always beat him when he was smallhe was small

PSYCHOTICPSYCHOTIC

Psychotic disorder are a group of seriousPsychotic disorder are a group of serious

illnesses that affect the illnesses that affect the mindmind. .

When symptom are severe people with When symptom are severe people with psychotic disorder have difficulty staying psychotic disorder have difficulty staying inin

touch with reality and often are unable touch with reality and often are unable to meet the ordinary demand of daily to meet the ordinary demand of daily life.life.

It is treatable. It is treatable.

MODEL AND THEORIES THAT RELATED WITH

THIS CASE STUDY

Reality Therapy(Glasser)

Assertive Dicipline(Lee Canter)

Humanistic Approach(Maslow) Group Management

(Kounin)

Logical Consequences(Rudolf Dreikus)

Behaviour Modification(Skinner)

Humanistic Approach(Maslow)

Reality Therapy(Glasser)

•Use counseling techniques.

•Use other techniques such as pastoral care, guidance & counseling

•Do a record keeping.

-Allison and Carol had written out a list of behaviour

ASSERTIVE DISCIPLINEASSERTIVE DISCIPLINE(LEE CANTER)(LEE CANTER)

Rules and consequences• result when students choose not to follow the rules.

E.g:“You kick it, and your mother will pay for every penny it takes to replace it. ”

BEHAVIOUR MODIFICATIONBEHAVIOUR MODIFICATION ( SKINNER )( SKINNER )

• Reinforcement in the classroomPositive reinforcementNegative reinforcement

• Restructuring the environment

•Carol give a negative reinforcement to make sure Kevin behave in her classroom

•Carol did not use punishment to handle & solve this problem

LOGICAL CONSEQUENCES LOGICAL CONSEQUENCES

( RUDOLF DREIKUS )( RUDOLF DREIKUS )

A democratic approach encouraging A democratic approach encouraging responsible responses responsible responses

Students can be helped by teachers Students can be helped by teachers to understand their motives and help to understand their motives and help eliminate misbehaviourseliminate misbehaviours

Assist students in taking responsibility Assist students in taking responsibility for their actions and behaviours.for their actions and behaviours.

E.g. Mrs. Carol gives choice to Kevin E.g. Mrs. Carol gives choice to Kevin

whether he want to continue whether he want to continue doing doing

destruction or not.destruction or not.

Carol used logical consequences that areCarol used logical consequences that are contrived to influent behaviour.contrived to influent behaviour. To allow students to experience To allow students to experience

consequences of their action.consequences of their action.

Exp : Carol planned with other students to Exp : Carol planned with other students to ignore Kevin tantrum so that he cannot ignore Kevin tantrum so that he cannot guess that Carol and the other guess that Carol and the other students are frightened of him. students are frightened of him.

To gain powerTo gain power

Students who feel inferiority, so trying to be Students who feel inferiority, so trying to be boss.boss.

Exp : “I’m going to kick this right out of here.” Exp : “I’m going to kick this right out of here.”

Struggling to maintain a calm composure, Struggling to maintain a calm composure,

Carol thought, he’s trying to scare me, to Carol thought, he’s trying to scare me, to

control me, and I can’t let him. control me, and I can’t let him.

GROUP MANAGEMENT GROUP MANAGEMENT ( KOUNIN( KOUNIN )

•Monitoring closely

•Awareness of what is going on in all parts of the classroom at all times

Carol was aware that Kevin’s behaviour was frightening to other student so when Kevintantrum she will call the,maintenance man to take Kevin out from the class

HUMANISTIC APPROACH HUMANISTIC APPROACH (Maslow)(Maslow)

•Hierarchy of needs

•Basic needs have to be fulfilled first

He did not get father’s love so his basic needs are not fulfilled

Observational learning Observational learning (Bandura)(Bandura)

observing, retaining and replicating behavior observed in others

His father always beat himwhen he was small so Kelvin had learned to control others in the classroom and family through terror

SPECIAL EDUCATIONSPECIAL EDUCATION

Special education teachers use various techniques to promote learning.

The Individualized Education Program (IEP) sets personalized goals for the student and is tailored to that student’s individual needs and ability.

Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.

Providing psychosocial environment

Relationship betweenteachers

and students

EMOTIONEMOTIONSetting classroom

rules and regulation

ROLES OF TEACHER IN ROLES OF TEACHER IN CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

Good rapport with studentsMake the classroom secure

from threat and physical harm

Effective rulesManaged to control

BEHAVIOUR MODIFICATION BEHAVIOUR MODIFICATION ( SKINNER )( SKINNER )

Carol should always giving Carol should always giving positive positive

reinforcement reinforcement

E.g. : giving praise or rewardE.g. : giving praise or reward

LOGICAL CONSEQUENCES LOGICAL CONSEQUENCES ( RUDOLF DREIKUS )( RUDOLF DREIKUS )

Assist students in taking responsibility for Assist students in taking responsibility for their actions and behaviours.their actions and behaviours.

E.g. Carol can make an agreement with E.g. Carol can make an agreement with Kevin if Kevin if

he misbehave such as throwing the he misbehave such as throwing the

equipments in the classroom, he must equipments in the classroom, he must

clean it up. clean it up.

BEHAVIOUR MANAGEMENT BEHAVIOUR MANAGEMENT PLANPLAN

Aim: develop appropriate behaviours Aim: develop appropriate behaviours and attend to student social and and attend to student social and emotional needs.emotional needs.

Three methods:Three methods:calling the circlecalling the circle

Student self-managed behaviour Student self-managed behaviour intervention planintervention plan

Setting standards of appropriate behaviourSetting standards of appropriate behaviour

Calling the circle (Larvie, Calling the circle (Larvie, 2005)2005)

Helps students learn the value of Helps students learn the value of supporting one anothersupporting one another

Allow students to develop understanding Allow students to develop understanding that everyone has something worthwhile that everyone has something worthwhile to contribute and reinforce the values of to contribute and reinforce the values of dignity anddignity and respect.respect.

Student self-managed behaviour Student self-managed behaviour intervention planintervention plan

Facilatates students to learn how to control Facilatates students to learn how to control their behaviour, set realistic goals and how their behaviour, set realistic goals and how to achieve them.to achieve them.

Teacher can identification of an appropriate Teacher can identification of an appropriate behaviours to changebehaviours to change Student learn to control their behaviourStudent learn to control their behaviour Students self-concept improvesStudents self-concept improves

Setting standards of Setting standards of appropriate behaviour appropriate behaviour (Jones)(Jones)

Aims to reduce student disruptions Aims to reduce student disruptions and increase cooperative behaviour of and increase cooperative behaviour of students in the class and at school.students in the class and at school.

*This three methods will facilitate the improvement This three methods will facilitate the improvement of behavioural issues that are effecting Miss of behavioural issues that are effecting Miss Carol’s class.Carol’s class.

General opinionGeneral opinion

Teacher should:Teacher should: Fair between the studentsFair between the students Have the empathy feeling towards students Have the empathy feeling towards students

in certain situationin certain situation make a counseling session either make a counseling session either

individually or involving the parent or send individually or involving the parent or send him to administer of school him to administer of school

Give more attentionGive more attention