Time for Solving Classroom Case Studies!!
Time for Solving Case Studies
Case Study #1:
Cody is an excellent student in 4th grade, but lately, he has neglected his homework😲
What would you as a teacher do?🤔
👌👏👉 Homework Strategies
- Teachers should offer warnings
- Teachers should have logical consequences
- Have concern
- Ask questions
- Get involved
- Call the parents
- Don’t criticize but offer encouragement
- Don't punish Students relate punishment to the punisher
- Make the student feel important
- Offer encouragement
- Be the motivator
- Ask for opinions and suggestions
- Students who feel insignificant have behavior problems
- Students need belonging
- Positive reinforcement after punishment
- Logical consequences
- Four mistaken goals
- Democratic teachers
A very great example of a non-motivational student is Jackie. She was in fifth-grade class, and she was a poorly motivated child with limited academic abilities. She rarely completed assignments, although she could do the work assigned. Although she did not interfere with students around her, she was rarely on task. When the teacher was not looking, she sometimes walked out of class and wandered around campus.
🤔What would you do as a teacher?
👀 In this situation, when working with an unmotivated student, you
face two challenges. The first is to change her mind to believe that she can
succeed in academic tasks if she puts in the effort. The second step is to
figure out what motivates her so you can identify the types of situations,
situations, and circumstances to which you can respond and use to further your
interest.
👌👏👉 Solution: According to William Glasser
According to
William Glasser’s Model is to identify the problem. Once we have a better idea
of the source of the problem, we can develop a more effective strategy to help
combat student indifference to education. The probable cause could be from low
self-esteem where she has a poor self-image avoids activities that she sees as
beyond their abilities. Even if she can complete a certain task, she engages in
self-defeating behavior to protect their self-worth. For her, it is better to
refrain from effort or procrastinating than to risk trying and failing and
feeling bad about themselves. Another cause could be the uncomfortable learning
environment. For example, Relationships with other children, bullying, and
conflicts with the teacher can also cause students to have no motivation to
study. Family circumstances, like divorce, affect her behaves in school. In
addition, the boring teaching method used in the class, the pressure of the
assignments daily taken to the home, and the high expectations all led to
stress, depression, causing a demotivated student addition to the learning
disabilities, different cognitive, intellectual, and developmental disabilities.
Once we determine the cause of the problem, we need to create a plan which should be simple, small, specific, independent, positive, immediate, and repeatable. Next, we get a commitment to document the plan, and most important is never to accept excuses. Moreover, if the plan fails, we should ask the student what the new plan is. And most importantly, we will never use punishment because it addresses the past, and we will never give up trying to solve the problem using the Glasser model.
According to Rudolf Dreikurs:
After exploring Rudolf Dreikurs' ideologies, we have realized that encouragement is preferable to praise because it increases their self-esteem, confidence, and discipline. Furthermore, the best solution for this case is encouragement, which begins with creating a positive and safe environment at home. Children must believe that their parents value education highly. Demonstrate to your children the value of academic exploration and the importance of education, and they will be more likely to adopt similar attitudes. As a result, their interest in everything stimulated. In addition, teach your children that failure is a natural part of the learning process and that they are free to fail. Children who are not afraid of failing are more willing to take on academic challenges and are less likely to get into trouble with their academic performance. In addition, another solution is to build on strengths. If your child achieves success in a non-academic setting, you can collaborate to identify the components of that success. Perhaps you and your child will have the ability to devise a recipe for success and apply the ingredients in the classroom. So, unmotivated students want to succeed, but they confound by some barriers. By being patient, understanding, and hardworking, you can help your child find a path to academic success. Giving the student to choose one of the three assignments, for example, might pick out to do a book report, oral presentation, or an art project helps to be motivated student.
The
notion of maintaining discipline in classrooms is one of the most arduous tasks
for every teacher. A prominent typical case of discipline problems is Mr.
Lewis’s eighth graders’ students. In Mr. Lewis’s classroom, there were a group
of students sitting in the back and disrupting others. They used to talk
without permission, behave comically, make noises, and get distracted with
objects. As a result, their behavior affects and obstructs class discussions. Mr. Lewis responded by putting students' names
on the board and if they continued disrupting, he would take away their free
time. Yet, when they became completely disruptive, he called their parents. As
a result, their behavior improved and progressed for a few days but soon the
students returned to the same disruptive behavior. During their progress, Mr.
Lewis tended merely to praise them verbally.
🤔What would you do as a teacher?
According to Rudolf Dreikurs:
Instead
of merely reacting to bad behavior, like Mr. Lewis’s actions, we can create a
classroom that eliminates the need for disciplinary action since prevention is
better than cure. However, in case we failed to prevent disruptive behaviors
before happening, we must be ready to identify and deal with the problem
appropriately, realize that every misbehavior has a goal or need behind it, and
create an
environment where everyone feels equal, valued, and significant. And that
accords with Rudolf Dreikurs model emphasizing that discipline can be
considered as a tool for socialization since it enables teachers to create a
fertile ground for the cultivation of moral values and attitudes to life. Certainly,
in this case, every action of the child is grounded in the idea that he is seeking
his place in the group. Regardless of the child within this group is
well-adjusted or is misbehaving, his main purpose will be social acceptance. And
comparing these students’ misbehaviors to Dreikurs’ model, we can infer that
they are misbehaving to attract attention. So, here we must refuse to give them
special attention and allow either natural or logical consequences to take
place. As a consequence, this technique will encourage them to create new ways
of thinking and doing, teach them that mistakes are opportunities to learn
from, and help them to take responsibility for their actions.
Markedly and before learning about Rudolf Dreikurs’ methodology, we thought that
praise and reinforcement are effective for students’ inspiration, but now we realized that encouragement is more effective in motivating students and
building their self-esteem, self-confidence, and self-discipline.
According to William Glasser:
Undoubtedly, we believe that effective teachers can focus on different learning styles to
reach different students, creating teaching that focuses directly on student
needs and aptitudes. Knowing that when some students feel they have
control over their education, they will not act out to get their needs met. As
a consequence, the teacher needs to get out of the controlling mode and into a
role of collaboration and motivation. For those types of students, we would
greatly highlight William Glasser’s model that school must be a good place
where effective communication is practiced, teachers and students’ needs are
satisfied, and reasonable rules are formed together. Therefore, it is also an
advantage to approach these eighth-graders using his reality and choice therapy.
His idea that ‘’effective discipline is based on meeting students’ needs for
survival, belonging, freedom, fun, and power’’
Furthermore, it is worth noting the importance of self-actualizing tendency in forming a self-concept which in turn will acknowledge students’ right to be the ‘’master of their destiny’’, in this way we can facilitate motivation in our classrooms to empower our students that their behavior choices are what determines a lot of what goes on in our room. For example, we will treat them with respect and compassion, so because we will model this behavior it will become easy for them to treat both their teachers and peers with respect. In this way, we will address appropriate behaviors to influence their manners and stimulate their freedom. Moreover, we would plan to increase students’ attention and engagement by including interesting activities, using a sense of humor, recognizing appropriate behaviors, and having students join discussions. In this way, different strategies and exercises would increase their memory capacity, strengthen their encoding, construct their cognitive data, and develop their metacognition.
What do you think? Do you benefit from this blog? Insert your comments below😊
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