Re-read the classroom situation on page 87 of Hue, M. & Li. W. (2008) book. Present at least three strategies Ms. Chung could usein response to this example of bullying. Provide a rationale for choosing these strategies and be sure to support your strategieswith citations from your reading resources.
Classroom scenario Ms. Chung is giving a Chinese lesson on Monday morning. After about ten minutes in her second period,she sees Chi Fai hit his neighbor, Mei Sheung. Mei Sheung cried loudly while other pupils are working in groups of two tocreate stories. Ms. Chung decides to help Mei Sheung.
In order to choose a model of teacher behaviour, you need to address the choice among four strategies for managingmisbehaviour.
Figure 4.1 depicts a four-level continuum ranging from instructors "doing nothing" — that is, enabling or acceptingmisbehavior — through nonverbal involvement (second level), vocal intervention (third level), and ultimately the employmentof logical consequences to influence student misbehavior. As illustrated in Figure 4.1, this continuum has the least disruptiveintervention methods on one end and the most explicit intervention tactics on the other.
Let us present the teacher's response options from each level's perspective.
• Level 1: This is the most basic level of mediation, containing all non-interference tactics and causing the least amount ofdisturbance to classroom teaching and learning. These tactics are preferable when the instructor believes the off-task behaviormay be accepted for a variety of reasons, such as if it does not disrupt the class and is brief or, even if it is longer, can behandled with non-verbal intervention.
This tactic may be justified if no action follows the shouting, i.e. the escalation of the conflict occurred from themoment Chi Fai hit Mei Sheung and ended with the blow. Justice may well have been restored and no further actionshould be taken. However, in a situation where one pupil physically assaults another pupil, it is better to seat themtemporarily at different ends of the class.
• Level 2: This level of intervention involves the use of nonverbal abilities to prevent students from misbehaving. These abilitiesvary from the least disruptive planned ignoring strategy to the most blatant coping technique known as "touch interference."Non-verbal intervention tactics that are the least disruptive might be viewed as a private dialogue between the instructor andthe learner.
In this case, Ms. Chung can simply look at Chi Fai very carefully, get his attention and shake her head, and take a fewsteps in his direction or walk over to him and stand beside him. This will give Chi Fai the opportunity to stop anyaction in the lesson and postpone clarification with Mei Sheung to a more appropriate time. The same may affect MeiSheun as well.
Level 3: If the misbehavior persists, the use of verbal interference, the third level of intervention, can be used. For example,one of the least disruptive methods to influence a student's behavior at this level is to use humour. For more significant issues,some form of verbal intervention is required a method of restraining the situation When pupils are concentrating, for example.The teacher must focus significantly on an object that is unrelated to the lesson. When students begin to damage themselvesor others in the classroom, they should be removed. A loud yell and physical restriction are required in class.
The main problem with removing a pupil from the classroom is that he or she can no longer be controlled. And theteacher is responsible for his health and safety during the lesson. Ms. Chung can use
An “I-message”:
"When you hit each other and shout, others may stop doing the task and I get uncomfortable with the shouting. Idon't think this is the place or time to have an argument."
Statements involving “Are not for”
“Your classmate is not there to beat him up, but to work together.”
Of course, it sounds like a joke, but it has very serious overtones.
A reminder of the rules
“Causing physical harm is not acceptable.”
•Degree 4: The employment of logical consequences is the final level of intervention, located on the right side of thecontinuum. This is the most overt kind of interference in the classroom, conveying not only the importance of the misbehaviorto the teacher, but also the severity of the misbehavior to the student. student, but it also sends a message to others that it willno longer be allowed. The instructor in this scenario has exhausted all other options for dealing with the situation while thestudent has decided not to change his or her behavior, and now he must bear the consequences of his decision.
Logical consequences
are logically related to the behaviour in question;
are deliberately planned and delivered by the teacher;
are emotionally neutral;
are rational and depersonalized;
minimize confrontation.
The consequences for Chi Fai may be as follows
He has less time left to complete the task and his partner is unlikely to want to work with him. (Natural)
He should explain his behaviour and the nature of his conflict in writing. (Logical)
He will have to stay after class and do some of the teacher's tasks. (Arbitrary)
These four levels of intervention tactics work together to create a gradual and graded response to many types of classroommisbehavior, while teachers can leap to a higher degree of intervention if the situation worsens abruptly. It is not intended tobe a "recipe book" for intervention strategies. The instructor must still make educated judgments based on the classroomcontext and students' daily performance; the rules must be used wisely rather than haphazardly.
Hue, M., & Li, W. (2008). Classroom management : Creating a positive learning environment. Hong Kong University Press. pp63 - 107