Disruptive Student Behavior
And Its Consequences On Effective
Teaching And Learning At IS 275M
John Mauch
IS275M
JJMauch@aol.com
INTRODUCTION
Everyday policies in schools can have devastating
effects on the education process. For
instance, consider the ramifications of the fictional scenarios that follow.
It’s a snowy and windy, cold
December morning. You get out of bed
early and look out the window and silently wish to yourself that this would be
one of those rare days when school would be closed
because of the inclement weather.
Your mother calls out from down the hallway.
“C’mon baby, wash
up and get dressed! Stop
lollygaging! I’ve got the twins all
ready to go and I’m running late for work! Make sure that when you drop them
off at school you walk them to the cafeteria so they can get breakfast, and see
to it that you do your best at school today.
Don’t forget to be on time to pick ‘em up after school either. You didn’t lose your house keys again did
you? Now you know my boss has been
giving me a hard time lately and I’m counting on you to take care of
business. You know how hard I work and I
want you to do your very best at school so that you can get into a good high
school and get a good job when you grow up so you don’t have to struggle like
your poor mama.”
You know you must have heard this same speech a thousand times, but each
time you do, you feel a strong desire deep down inside to do everything you can
to make her proud of you.
So, in spite of the snowy weather, and the buses running late, and the
fact that you have two seven year old siblings in tow, you dutifully set out to
“take care of business.”
Before you leave, you kiss your mother goodbye, tell her that you love
her and reassuringly tell her that you are going to get a hundred on your math
test today. She smiles at you as the
apartment door closes and you sense the power that you have to put her at
ease. You think about next week when
you’ll be celebrating your twelfth birthday.
As usual, you drop the twins off and still manage to get to school on
time. You help the Teacher take
attendance and rush it down to the office before first period begins. You feel highly motivated and just know that
today will be a good day. Your backpack
is bulging with books. You know that you
have everything you need in it. Pens,
pencils, notebook, extra loose-leaf paper and even a clear plastic protractor
that you’ll need for that math test. How
many hours you have spent studying for this test! You smile a slyly confident smile and giggle
to yourself.
First period begins and the math Teacher hands out the test papers. Silence falls over the classroom and you
eagerly begin the test, confident of victory.
The classroom door opens abruptly, and three boys enter the classroom
noisily. They are dripping wet, still in
their winter coats and hats, and covered in snow from what looks like must have
been one heck of a snowball fight. They
laugh out loud as they enter the classroom.
The Teacher angrily confronts them because they are coming late and
disturbing her test, but she must let them into class as per school policy.
One of the boys sits next to you.
He has no book-bag. He turns to
you to ask you for some paper and a pencil.
You reach for your book-bag and the Teacher accuses you of cheating on
the test. You try to explain, but the
Teacher becomes furious. Just then the
boy yells out to the Teacher to “mind her damn business.” He tells the Teacher that she is “always
looking to get someone in trouble,” and adds, “that’s
why nobody likes you!” He gets out of
his seat and begins to walk around the room, telling her he “ain’t gonna take
no test” and physically confronts another student who tells him to sit down and
be quiet. He pushes the student out of
his seat and a fight begins with both boys thrashing it out on the classroom
floor.
The school safety guard arrives and takes the boys out of the room and
instructs them to stand in the hallway.
The Teacher is eager to restore order in the classroom and resume her
test, but first, as per school policy, she must fill out a Dean’s referral form
describing in detail the nature of the incident that occurred in her
classroom. She must include the exact
time, location and names of the students involved, and must also provide a
description of what steps she has taken in the past to address the problematic
behavior of the students in question.
While she directs her attention to
completing the form, several students in the room begin talking back and forth
and soon the whole class turns into a noisy mob. By the time the Teacher is able to regain her
composure and quiet the class, so much time has been wasted that in a display
of frustration and despair she postpones the test and assigns a set of problems
for you to copy and complete from your textbook. The Teacher approaches her desk, sits down
and for a second rests her head in her hands.
All you can think about is how hard you studied for the test and wonder
to yourself, “for what?”
Later that day, in Art class, you begin to complete a project you have
been working on. You are excited about
how close you are to finishing a mosaic made with multi-colored construction
paper. You are sure it will be the best
in the class. Several students in the back of the room start throwing crayons
at one another. Once again there is
confusion all around you. This time
however, you are determined to remain on task and keep creating your work of
art. You block out the noise and retreat
into a world of your own focusing on the task at hand. Eventually order is
restored. Too bad though, because you wanted to get the Teacher to take a look
at what you were creating, but she was too busy with the bad kids.
While in Social Studies class, another disturbance occurs. Several of your classmates laugh and talk
loudly back and forth to one another while the Teacher writes on the
blackboard. It is impossible for you to
concentrate and you wonder to yourself how anyone is expected to learn anything
with all these interruptions. The
Teacher tries to quiet the class, but is unsuccessful. Finally, you give up and just sit there
quietly as the Teacher admonishes the class. You hope that your next class will
go smoothly, and that there won’t be anymore problems.
In the back of your head, you hear your mother’s voice from earlier that
morning; “...see to it that you do your
best in school today” “...get into a good high school” “... so
you don’t have to struggle...”.
These fictional scenarios are played out everyday in your school and the
some one thousand other schools that make up the
TASK
You will have to find solutions to stop the constant interruptions to the
education process caused by disruptive student behavior. Your task will be two-fold.
First, you will role-play scenarios that describe episodes of disruptive
student behavior. Following the
role-playing activity, you will engage in a class discussion and brainstorming
activity with the goal of suggesting changes to current school policy and/or
establishing new policies of your own.
Second, and to further assist you in this endeavor, you will follow the
six step public policy approach as outlined below to assist you in defining and
creating your own public policy recommendations.
1. Define and describe the
problems caused by consistently disruptive student behavior.
2. Gather evidence for the problem
(statistics, case studies, samples of Dean referral
forms with follow up data, surveys, and articles by experts.
3. Identify the causes for the
problem.
4. Describe and evaluate the
existing policy in the
5. Develop solutions/policies
relating to effectively dealing with the problem of disruptive behavior on the
education process.
6. Select the best policy.
7. Present your completed public
policy project to classmates during regularly scheduled class-time.
PROCESS
Students in the class will be assigned to imagine and write their own
scenarios of episodes of disruptive student behavior. The completed scenarios will be presented in
class. Students can select one or more
of these scenarios, or choose from the scenarios presented in the introduction
section. Afterwards they will have a
class forum openly discussing the issues as they relate to policy from the
scenarios. Students will conduct
internet research to help them formulate and structure policy recommendations.
RESOURCES
https://www.maxwell.syr.edu/plegal/ppa/intro.html
http://sbo.nn.k12.va.us/resources/handbook/06policy.shtml
http://www.athealth.com/Practitioner/Newsletter/FPN_3_7.html
http://www.edu.gov.nf.ca/discipline/student_beh.htm
http://www.bcpl.net/~lwv/mont/disrupstud.html
http://www.dcsd.k12.co.us/secondary/phs/Info/Conduct.html
http://www.tensigma.org/behavior.html
http://www.mdk12.http://ericec.org/faq/disrupt.html
http://ericec.org/faq/disrupt.html
http://www.safeandcivilschools.com/about.php
http://www.indiana.edu/~safeschl/resources_management.html
http://docs.nycenet.edu/dscgi/admin.py/Get/File-784/A-443.pdf
http://www.carnegie.org/sub/pubs/reports/great_transitions/gr_chpt4.html
EVALUATION
Your grade will be determined by the following rubric.
4 Exceeds Standards |
3 Meets Standards |
2 Approaching Standards |
1 Blow Standard |
Organization: Student presentation is logical, clear and fully captivates audience
interest |
Organization: Student presentation is logical, clear and somehow captivates audience
interest |
Organization: Student presentation is logical somehow clear but not captivating |
Organization: Student presentation is illogical and difficult to follow |
Subject Knowledge: Student demonstrates full knowledge of subject matter and beyond |
Subject Knowledge: Student demonstrates knowledge of subject matter |
Subject Knowledge: Student demonstrates little knowledge of subject matter |
Subject Knowledge: Student does not display knowledge of subject matter |
Accuracy: No grammatical errors |
Accuracy: Very few grammatical errors |
Accuracy: Some grammatical errors |
Accuracy: Inadequate grammatical presentation |
This webquest meets the
following New York State Learning Standards:
English Language Arts Performance Standards
E1c: Read and
comprehend informational materials.
E2a: Produce a
report of informational materials.
E3b: Participate
in group meeting activities.
E3c: Prepare and
deliver an individual presentation
Social Studies Performance Standards
Standard 5:
Civics, citizenship and government.
CONCLUSION
After participating in this webquest exercise,
students will gain experience in, and a working knowledge of, the shaping of
matters of public policy.