During class, the student went to hand in the notebook to the department for the teacher to check. However, seemingly for no reason, he decided to start strangling his classmate. The students are very good friends, they don't often have conflicts with each other. It is not known why this happened. However, similar behavior is not rare among pupils, but this situation was specific in that it was not a completely clear trigger. During an otherwise relatively peaceful class, he walked to the department, but on the way he stopped by a classmate and began to strangle him without any previous conflict.
The student comes from a socially disadvantaged background. The parents have completed only basic education in a special class with a variant of disability. He has three younger siblings. The parents are not able to raise them, because their mental disability prevents them from fully educating them. He also began pharmacological treatment, which his parents gave him irregularly, causing huge problems with concentration.
Physical aggression
short-term punishment works very well for a student, and that is to limit the activities that he adores the most - sports. Limiting the range during a long break has already proven to be the most effective. It worked even in this situation. The student understood that what he did was so bad that he was punished for it. After a long break, the student was much calmer and worked in class without any problems. The teacher slowly explained the situation to the student. The conflict took place quite a long time ago, so the teacher no longer remembers the conversation. First, she explained to him what actually happens when someone strangles someone, so that he understands that the team can hurt him. When the student understood why he shouldn't have done it, she explained his punishment. He was already known to him from several incidents before, so he understood him well. However, he still had a problem understanding why, so during the long break that he spent next to the teacher, it was explained to him again and he seemed to really understand and worked the rest of the day as required of him.
(Disciplinary) Punishments, Interview
As a short-term solution, it has proven itself relatively well. It is not always advisable to use it in frequent conflicts with a student, but if it is used appropriately, it works quite well. However, it only works for a short time. There was no problem with the student for the rest of the day. He worked exactly as he was asked and there was no conflict. However, this does not work as a long-term solution. The problem with trying to find a long-term solution to his problem behavior is his diagnosis. Long-term motivation works very poorly on him, long-term punishment even worse, because he forgets his motivation or punishment. Therefore, the teacher prefers to solve it with several different short-term solutions.
Nevhodné chování,Hyperaktivita,Nesoustředěnost,Fyzické násilí,Agrese
Žiak šiel počas hodiny odovzdať zošiť na katedru, aby ho učiteľka skontrolovala. Však, zdá sa že bezdôvodne, rozhodol, že začne spolužiaka škrtiť. Žiaci sú veľmi dobrý kamaráti, nemajú spolu konflikty často. Nevedno teda prečo k tomuto došlo. U žiaka však podobné správanie nie je zriedkavé, táto situácia bola však špecifiká v tom, že nebol úplne jasný spúšťač. Počas inak pomerne pokojnej hodiny kráčal ku katedre, ale cestou sa zastavil pri spolužiakovi a začal ho bez predošlého konfliktu škrtiť.
Žiak pochádza zo sociálne znevýhodneného prostredia. Rodičia majú ukončené iba základné vzdelanie v špeciálnej triede s variantom postihnutia. Má troch mladších súrodencov. Rodičia nezvládajú výchovu, pretože im v plnohodnotnej výchove bráni ich mentálne postihnutie. Takisto nastúpil na farmakologickú liečbu, ktorú mu rodičia podávali nepravidelne, čo spôsobovali obrovské problému so sústredením.
Na žiaka veľmi dobre funguje krátkodobý trest a to obmedziť aktivity, ktoré zbožňuje najviac – šport. Najefektívnejšie sa už predtým ukázalo obmedzenie výbehu počas veľkej prestávky. To zabralo aj pri tejto situácií. Žiak pochopil, že to, čo urobil bolo natoľko zlé, že za to bol potrestaný. Po veľkej prestávku už bol žiak o mnoho pokojnejší a na hodine bez problémov pracoval. Bolo žiakovi pomaly od učiteľky vysvetlená situácia. Konflikt prebehol pomerne dávno, takže rozhovor si už učiteľka nepamätá. Najprv mu vysvetlila, čo sa vlastne deje, keď niekto niekoho škrtí, aby pochopil, že mu tým môže ublížiť. Keď žiak porozumel tomu, prečo to urobiť nemal, tak mu vysvetlila jeho trest. Ten už pre neho bol známy z niekoľko incidentov predtým, takže mu dobre rozumel. Mal však predsa len problém porozumieť tomu prečo, tak počas tej veľkej prestávky, ktorú trávil po boku učiteľky, tak mu bolo znovu vysvetlené a to už vyzeral, že naozaj pochopil a zvyšok dňa pracoval tak ako bolo od neho požadované.
Ako krátkodobé riešenie sa to pomerne osvedčilo. Nie je to vhodné použiť vždy pri častých konfliktoch s žiakom, ale ak sa používa vhodne, tak funguje pomerne dobre. Funguje však iba krátkodobo. Po zvyšok dňa už s žiakom nebol žiadny problém. Pracoval presne tak, ako bolo od neho vyžadované a nevznikol žiadny konflikt. Ako dlhodobé riešenie to však nefunguje. Problém s pokusmi o dlhodobé riešenie jeho problémového správania je jeho diagnóza. Dlhodobá motivácia na neho funguje veľmi slabo, dlhodobý trest ešte o čosi horšie, pretože zabudne jeho motiváciu či trest. Preto sa to učiteľka radšej snaží riešiť viacerými rôznymi krátkodobými riešeniami.