Around the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.
The student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.
Nonverbal disruption of lessons
As I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.
Support
The student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.
9
tanec
vysokoškolské magisterské
Problémy s chováním žáka byly patrné už od začátku jeho studia na gymnáziu. Informace od ostatních učitelů naznačovaly problémy, ale jeho chování na hodinách bylo neobvyklé. Žák byl schopen se umístit pod lavici v podivném úhlu a komunikovat s učitelem. Představte si mluvit na žáka a dívat se na něj pod lavici. Dalším problémem bylo, když se žák konstantně houpal na židli, což vyvolávalo obavy o jeho bezpečnost. Učitel si nebyl jistý, zda má žák rodinné problémy nebo se snaží získat pozornost, ale bylo jasné, že takové chování není normální. Přestože učitel žáka upozornil na jeho chování, nevedlo to k žádné změně, naopak se chování stávalo častějším. Později si učitel všiml, že žák si nepamatuje jména svých spolužáků, což bylo považováno za další způsob, jak získat pozornost. Během třídních aktivit byl schopen vyvolat pouze jednoho spolužáka, kterému neříkal jménem, ale používal přezdívku. Když tento spolužák nebyl ve třídě, žák místo jména používal popis, například 'ten v modré mikině'. Navíc žák začal nosit ve třídě respirátor, což mohlo být způsobeno opatrností vzhledem k jeho staršímu otci, ale také to mohlo být dalším způsobem, jak se odlišit.
Naštěstí byla třída žáka velmi podpůrná a pomohla učiteli zvládnout situaci. Kdyby se podobné chování objevilo v jiné třídě, mohlo by to vést k napodobování a smíchu. Třída žáka byla však jiná, znali ho už ze základní školy a byli zvyklí na jeho chování. Když se učitel setkal s neobvyklým chováním žáka, třída mu vysvětlila, co může očekávat.
Učitel se rozhodl ignorovat nežádoucí chování žáka, pokud neohrožovalo jeho bezpečnost nebo nevyrušovalo hodinu. Třída podpořila tuto strategii a také si žáka nevšímala. Učitel reagoval pouze na správné odpovědi a chválil žáka za dobré chování.
Tento přístup vedl k postupnému zlepšení chování žáka. S časem se žák začal chovat lépe a jeho speciální chování bylo méně patrné, s výjimkou nošení respirátoru ve třídě. Žák stále měl zaznamenaný druhý stupeň podpůrného opatření, ale bylo k němu přidáno mimořádné nadání. Začal se účastnit soutěží z astronomie a dosahoval v nich úspěchů. Učitel se domnívá, že jeho rozhodnutí ignorovat nežádoucí chování a místo toho chválit dobré chování bylo správné a přispělo k pozitivní změně.