There is often a problem student in the class who usually acts violently towards his classmates during breaks. He often verbally provokes them into telling him something he doesn't like. One of the most serious problems was when a student started fighting with a classmate during recess. The student had never been in love with his classmate and one day they were part of a group playing cards. The situation arose when the student provoked his classmate (probably a misunderstanding occurred during the game) and began to strangle him by the throat. The classmates just watched, no one stopped the student or called the teacher. The classmate started to defend himself, but the student did not back down. When fellow students who were at the desks also noticed the situation, one of them called the teacher. She entered the classroom, noticed the students on the floor, separated them and called them both into the office. The teacher already knew the student, she knew he was problematic, so she already knew what to do. She called his parents to the school, where they worked it out together.
The teacher had the students in the office, where she asked them what happened. The students answered that they were playing cards and the student repeatedly did not follow the rules of the game. A classmate pulled some cards from his hand and provoked the student. First it started with various verbal cues, later the student grabbed a classmate by the neck. When the teacher asked him why he reacted like that, the student replied that he deserved more. With questions, the teacher tried to find out why the pupil attracts attention, what he is afraid of, what can provoke him in such situations, what he tries to excel at, how he feels, and so on.
Physical aggression, Verbal aggression
During the dialogue, it was found that the student has problems with self-control, that he wanted to draw attention to himself. Therefore, the teacher decided to transfer the students to other places, she stayed in the classroom more often during the breaks in order to keep the class under control. Because the problems with the student were repeated, the teacher turned to a psychologist earlier. She dealt with the situation only with the pupils and their parents.
Consequences, Physical intervention, Support, Transfer of student, Interview, Cooperation with experts
After the incident, the student calmed down for a few days, did not react to the classmate and ignored him. The student was given a reduced grade for behavior by the class teacher. A school psychologist regularly attended to the student. She solved the problem with various questions, exercises and activities. Various relaxation techniques associated with proper breathing, as well as humor and laughter, as well as physical activity, were beneficial for the student's aggressiveness. The student mostly continued to show aggression. After this incident, he did not physically harm anyone, but his aggressiveness manifested itself mainly in the form of destroying furniture or personal belongings of classmates. He continued to bully his classmates and could not control himself. The main problems with him were during breaks. During classes, he sometimes interrupted, turning to his classmates.
10, 5. roč
PC hry, společenské hry, skateboard
Neposlušnost,Agrese
magisterské
V třídě se často vyskytuje problémový žák, který se během přestávek obvykle projevuje násilně vůči spolužákům. Často je slovně provokuje, aby mu řekli něco, co se mu nelíbí. Jedním z nejzávažnějších problémů bylo, když se žák během přestávky začal prát se spolužákem. Žák se se svým spolužákem nikdy neměl v lásce a jednoho dne byli součástí skupiny, která hrála karty. Situace vznikla tak, že žák svého spolužáka provokoval (pravděpodobně došlo k nedorozumění při hře) a začal ho škrtit pod krkem. Spolužáci se jen dívali, nikdo žáka nezastal ani nezavolal učitelku. Spolužák se začal bránit, ale žák neustupoval. Když si situace všimly i spolužačky, které byly u lavic, jedna z nich zavolala učitelku. Ta vešla do třídy, všimla si žáků na zemi, oddělila je a oba si je zavolala do kabinetu. Učitelka žáka už znala, věděla, že je problematický, proto už věděla, co má dělat. Zavolala jeho rodiče do školy, kde to spolu řešili.
Učitelka měla žáky v kabinetu, kde se jich ptala, co se stalo. Žáci odpověděli, že hráli karty a žák opakovaně nedodržoval pravidla hry. Spolužák mu vytáhl některé karty z ruky a tím provokoval žáka. Nejprve to začalo různými slovními narážkami, později žák spolužáka chytil za krk. Když se ho učitelka zeptala, proč takto zareagoval, žák odpověděl, že by si zasloužil i víc. Učitelka se otázkami snažila zjistit, z jakého důvodu žák upoutává pozornost, z čeho má strach a obavy, co ho dokáže provokovat v takových situacích, v čem se snaží vyniknout, jak se cítí a podobně.
Během dialogu se zjistilo, že žák má problémy se sebekontrolou, že chtěl na sebe upoutat pozornost. Proto učitelka rozhodla žáky přesadit na jiná místa, během přestávek častěji zůstávala ve třídě, aby měla třídu pod kontrolou. Protože problémy se žákem se opakovaly, učitelka se dříve obrátila na psycholožku. Situaci řešila pouze se žáky a s jejich rodiči.
Žák se po incidentu na pár dní uklidnil, na spolužáka nereagoval a nevšímal si ho. Žákovi byla udělena snížená známka z chování třídní učitelkou. Žákovi se pravidelně věnovala školní psycholožka. Problém řešila různými otázkami, cvičeními a aktivitami. Na agresivitu byly žákovi prospěšné různé relaxační techniky spojené se správným dýcháním, také humor a smích, ale i fyzická aktivita. Žák většinou nadále projevoval agresi. Po tomto incidentu už sice fyzicky nikomu neublížil, ale jeho agresivita se projevovala hlavně ve formě ničení nábytku nebo osobních věcí spolužáků. Nadále šikanoval spolužáky a neuměl se ovládat. Hlavní problémy s ním byly během přestávek. Během vyučování občas vyrušoval, otáčel se k spolužákům.