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Shannon Smith

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Shannon Smith

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Hi Shannon!

I agree with your approach to the situation! Similar to you, I advise that the appropriate steps were to remove the student from a public setting, grant them medical attention, and inform administrators as well as the student's parents of the situation. In addition to your technique, I like how you cited the Texas code at the end of your writing! This emphasized and strengthened your overall argument.

Thanks for sharing!

Anya Ahmed

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Hi Shannon!

Great response! I feel that in this scenario the student's feelings should be met with sensitivity. They may have difficulty concentrating on everyday applications as a result of their grief. In addition to this, I like how you mentioned how an educator should monitor the situation. As time passes, students may find it easier to engage appropriately within the classroom. As this happens, the educator may provide fewer accommodations to suit this change.

Thanks for sharing!

Anya Ahmed

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School-Wide Behavior Scenario: Student Loitering

Student loitering during passing period can clog traffic, cause students to be tardy, and lead to other actions that could be against school policies. It is important to encourage students keep moving through the halls without making it seem like we are entirely against them socializing with friends. For this reason, I would bring up the issue at a staff meeting to devise a plan to ensure the hallways are properly monitored during passing periods to prevent congregating before it even happens. I would ensure that teachers who are near the bathrooms and cafeteria stand there during passing periods to prevent loitering, and ensuring there. are still a sufficient number of eyes covering other areas of the hallway. By creating a strategic plan with other educators to ensure the entire hallways is being properly monitored will prevent this issue. Additionally, I would utilize phrases that encourage positive behavior like "Walk and talk" to encourage students to socialize with one another while still keeping traffic flowing and preventing loitering.

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Classroom Behavior Scenario: Academic Dishonesty

Academic dishonesty is a habit that must be addressed early in order to prevent future problems for students such as expulsion or legal action. It is important that students understand the true gravity of cheating and why it is entirely unacceptable. I would make it abundantly clear from the first day of school that cheating will not be tolerated and outline specific consequences including: a call home, an automatic zero on the assignment, and a referral with the office. If I were in class I would take note of Katie's behavior, but I would wait to address it until after class. I would talk to both Katie and Brad to determine whether Katie was cheating off of Brad with his knowledge or not. Depending on their responses, I would tell them both the extreme consequences cheating can have in college or in the professional world and have a discussion to determine why they cheated in the first place. I would remind them of all the consequences that come with cheating in my class and I would follow through with them. The next day I would give a general talk to ALL classes, including ones where no one cheated, to address the importance of academic integrity and reinforce the consequences of cheating. By making consequences clear and following through with them teachers are able to send clear messages to students regarding behavior.

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In reference to WSPBIS on School-Wide Behavior Scenario:

A student enters the building that is obviously under the influence of either drugs or alcohol.

The following would be my response in how the scenario should be addressed:

1.     Ensure Safety: Prioritize the student’s and others’ safety. Check if the student is in any immediate danger. Seek immediate medical attention if needed.

2.     Calm, Respectful Approach: Approach the student professionally and calmly, without judgment. (“I’m noticing something’s off. Let’s get you to a safe space to talk.”)

3.     Follow Protocols: Notify the nurse, counselor, or administrator, and follow your school’s policy for handling these situations.

4.     Document the Incident: Record observations, actions taken, and communications for follow-up.

5.     Provide Support: After addressing immediate concerns, offer resources like counseling or refer them to a trusted adult.

6.     Consistent Consequences & Positive Reinforcement: Follow school discipline procedures while focusing on teaching and supporting better choices. Let the student know that help is available

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In reference in using PBIS to this classroom scenario - One student's mother recently passed away and she is beginning to act out in class by refusing to complete assignments and causing class disruptions.

The goal is to balance empathy with classroom expectations, offering (emotional/grief) support while maintaining a positive learning environment

1. Provide Emotional Support

Acknowledge her loss privately and offer a safe space to talk if she’s open to it.

Ensure she has access to school counseling for ongoing support.

2. Adjust Expectations

Temporarily adjust assignments and expectations. Focus on small, achievable goals to help her feel successful.

Use PBIS to reinforce even small positive behaviors, like staying focused or participating briefly.

3. Behavioral Interventions

Offer proactive supports like a “safe space” in class for when she feels overwhelmed.

Reinforce positive behaviors with rewards, like completing part of an assignment.

4. Clear Communication

Set clear expectations but be gentle in your approach. Avoid punitive measures and focus on empathy and understanding.

5. Collaborate with Family and Support Systems

Keep communication open with her family to understand her needs at home.

Involve a team of educators and counselors for more comprehensive support.

6. Consistency and Flexibility

Be consistent in offering support while remaining flexible with assignments.

Understand that grief takes time and her behavior may fluctuate

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If I notice a student who seems to be struggling or acting differently and unsure how to approach the situation, I would gently encourage them to talk to the school counselor or psychologist. My main concern is the student's health and safety, and I want to ensure they feel supported rather than judged or punished.

If I have a good relationship with the students, I would try to speak with them privately and kindly express my concerns. I would pay attention to signs like frequent absences, arriving late, or looking unusually tired or sad. In a caring way, I would ask if everything is okay and focus on the specific things I’ve noticed, encouraging them to share how they feel their situation might be affecting their daily life. It’s important to create a safe space where they feel comfortable talking about any challenges they might be facing. To encourage them to think about their situation, I would ask if they’ve thought about ways to make things better. I’d also share stories of other young people who faced tough times but found healthier ways to cope by reaching out to someone they trusted. I’d suggest they consider talking to a doctor, a psychologist, or a helpline, and encourage them to discuss their feelings with their parents or a trusted staff member at school.

Lastly, I would reassure them that there are caring teachers and professionals available to support them. It’s important for them to know that they’re not alone and that help is always available when they need it.

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If my student was acting out after losing their mom, this behavior is likely a manifestation of their grief and a normal response to such a significant loss. It’s important to be patient and understanding while offering support by providing a safe space for them to express their emotions. I would encourage them to talk about their feelings and connect them with appropriate resources if needed. I wouldn’t dismiss their behavior as simply "acting out," but rather acknowledge that losing a parent is an incredibly difficult experience. It’s okay for them to feel sad, angry, or confused.

I would share my own experience of losing a parent and discuss my journey with them. It's important to approach grief with patience and flexibility, as it can show up in many forms and at unexpected times. Understanding this can help us navigate the complex emotions that come with loss. This flexibility would extend to their behavior and academic expectations.

It's really important to me that I create a supportive environment for my students. I would be sure to establish a "safety plan" that includes a designated safe space for them to go when they're feeling overwhelmed, as well as a trusted person they can talk to for support. This way, they won’t have to stay at their desks and feel anxious or trapped during tough moments.

Additionally, I would want to create a “code signal” for my grieving student to communicate their needs. For instance, if they raise their hoodie, it would signal that they need a moment away from classroom participation. I understand that sometimes things can feel overwhelming, so I want to make sure everyone knows they have a way to step out if needed. To help with that, I’ll keep a tissue box by the door. If someone grabs a tissue and makes a quick exit, it will gently signal that they are on their way to see the school counselor or heading to the safe space we've created together. It's important that everyone feels supported and has a way to take a moment for themselves without calling attention to themselves.

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There are a lot of different reasons a kid could come to school under the influence. They may just be wanting to show off to friends, they may have been peer pressured into it, they may have a substance problem and need serious help.

My first step would be to pull the kid aside and talk to them privately to see what is going on and evaluate if this is a one-time dumb decision or a serious issue. Either way, they have to understand that their actions have consequences and that any substance use under 21 is illegal. Most school districts have policies on how to handle substance use, so I will use that as a guideline for disciplinary actions. However, if it is a serious issue, I will do due diligence to ensure the student gets the help they need.

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Hello everyone!

If a student's mother recently passed away and said student began to act out in class by refusing to complete assignments and causing class disruptions, I would not be surprised. This behavior would be a normal reaction in the grieving process. People process grief differently; therefore, I would be monitoring her more closely and watching out for these signs of struggling with her loss. Losing a loved one is one of the most challenging parts of life to navigate, let alone that loved one being a parent.

With this knowledge about losing a loved one and the grieving process, I would do four things:

Firstly, I would have to sit down privately with her; this conversation should not occur during class time or in front of other students. I would check in with her and see how she is doing mentally and emotionally. These mental check-ins would happen multiple times, not just once, so that I can offer my maximum amount of help and support. She needs emotional support during this difficult time. Secondly, I would discuss with her that I am flexible and able to adjust things, such as due dates, for her and offer extra support on assignments, such as through tutorials. My expectations for her would be different than the remainder of my students; she is going through an incredibly emotional and devastating time, and I do not expect her to be at her best academically or behaviorally. Thirdly, I would be transparent with her and discuss that while I am understanding and sympathetic to her loss, I will not tolerate disruptions in my classroom. If things become too much for her, she can ask to go to the restroom or the counselor's office to excuse herself from class. I understand emotions flooding in randomly and do not expect her to sit in class while experiencing emotional turmoil. Fourthly, I would contact her family and communicate clearly and constantly with them. It is essential to know how she is at home and for her loved ones to know how she copes at school. Transparency is key so this student feels loved and supported through this terrible loss.

Thank you,

Grace Munns

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Hello Grace! I love your response as it provides a step by step process of how to approach the student with still have clear expectations. As you said losing someone one in the family is moral grounds to give the student empathy and time to heal but also letting them know that disrupting the class will not be tolerated is an important step.

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The first thing I would do if a student lost a close family member would be to set up a meeting with their guardian. Going into this meeting, you have to know that the guardian is also grieving and should be approached with concern and love for the student first and foremost. Together you can come up with a plan to support the student.

I would then talk to the student privately to check in on them and ask what I can do to make their lives easier. Everyone grieves differently. I would let them know that their feelings are important, but they can not keep the rest of the class from learning. I would set up a system that would allow them to sit aside when they are having a bad day and give grace on assignments.

The last thing I would do is be careful about my content. Theatre inherently deals with a lot of themes of grief and death. If we were studying a show with possibly triggering material, like Hamlet where the father is killed, I would probably postpone that play and find something more cheerful.

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Cassidy Mack

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Cassidy Mack

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Cassidy Mack - My School-Wide Behavior Scenario  

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Hi Cassidy! This was a great post detailing how you intend to handle a student if they are under the influence. I agree that safety is first and getting them away from others is the perfect decision.

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During passing periods, student loitering is a common activity among students at schools. It is a time where they can meet up and socialize with their friends, or students can be trying to avoid going to class altogether. Students who do so could potentially be participating in activities that are prohibited in by the school as well. As a teacher it may seem tricky to intervene, because students should be in an environment where they are allowed to socialize with one another. At the many of the schools I have substituted for, they seem to have come up with a similar solution for dealing with this potential issue. Depending on the day, certain teachers will be assigned to monitor a restroom in the hallway. While stationed, the teachers can help move along students reminding them to get to class so they will not get a tardy. While at their station, the teachers are able to address any other potential issues in the halls such as student rough-housing or name-calling. Lastly, during the last couple minutes of the passing period, the teachers can enter their assigned restroom in order to let kids know that they have "x" amount of minutes left before they can get to class without a tardy. From my own experience, this method seems like a pretty non obtrusive and professional way of monitoring the halls and preventing student loitering.

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A student failing to complete class assignments and possibly causing class disruptions should be expected when a student is dealing with the loss of a loved one, especially that of a parent. As a teacher, even if the students behaviors may be frustrating, it is important to be patient and understand the emotions your student is going through. I would check in with the student individually, most likely at the end of class. I would assure the student that I am there to support them. I would be willing to make any accommodations, giving them needed extensions, opportunities to redo an assignment, and help curate a hopefully more manageable study plan for the student.

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Hello everyone!

If a student entered the building that is obviously under the influence of either drugs or alcohol, there are four steps I would take. Firstly, I would approach the student and tell them that I need to speak with them and to please come with me so that we can talk in a more safe and confidential space. Next, I would follow the procedures put in place by the district. A majority have similar protocols; however, others could be different. The protocol in the district that I observe is to take them to the nurse's office to get checked out and then to the substance abuse counselor while I bring the documentation of the incident to the administration for them to handle. Thirdly, I would reinforce the options the counselors set forth for them and offer them my support if needed. Fourthly, I would monitor the student more closely to ensure this incident does not reoccur.

Thank you,

Grace Munns

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Traveana's Response to Schoolwide Scenario- "A student enters the building that is obviously under the influence of either drugs or alcohol." I specifically wanted to write about this scenario because I have witness this at my current school. As a teacher, I have the best interest for all my students and before I assume anything I want to make sure I am certain before taking action. My first step would be to closely examine the student to check for behavior differences and then proceed to a one-on-one conversation. I would attempt to ask indirect questions like, "How was your morning/evening?", "Do you have a hard time with focusing today?", "Do you need to see a nurse?". I will then assess the student respond to use my better judgement on if they are under the influence. Once I have conclude they are under the influence I will then proceed to letting them know I know what is going on and I will have to involve their parent/guardian and principal in on further steps. My next would be to the principal and discuss further steps to ensure school policy guidelines are being followed. I will tell the student that I am only taking action for their betterment

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Traveana's response to My Classroom Scenarios "You believe that you see a student cheating during an exam, and you suspect that others are trying to cheat while you are not looking. Today you notice that Katie is looking on Brad's paper"

As an educator whom must follow state, district, and school policies cheating is an all across the board misbehavior subject to a variety of consequences. I feel like cheating is an individual action but can also be more prone to be done depending on the classroom environment. If a teachers catches a student cheating and the teacher does not provide adequate consequences then that leaves the door open for others to cheat. That's why being clear about what cheating is and setting clear expectations before every test is vital. When I catch students cheating I tell them to close their test or remove their test then document the event that occurred through a referral and notify their parents that they was found cheating and have to make up a re-test. I believe given second chance for younger students is acceptable as they are still learning. I use to feel giving them a zero and never letting the test again was best but at the end that limits the students ability to apply the knowledge and for the teacher to gain access to their academic needs.

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In the instance where a student is under the influence and enters the school premises, the first course of action would be ensuring their immediate safety in a dignified and humane manner. Doing this while still observing his privacy rights goes a long way in managing the risk of harming themselves or others. After the immediate response, intervention steps should be observed where the student in a private and comfortable environment is assessed by a healthcare professional effectively. If need be, medical services are dispatched to the scene or involved. Once this is over, the post-intervention stage is embraced and typically it entails three phases; notifying the parent or guardian about the scenario in a calm manner, documenting the incident, and organizing for counseling, where the much-needed support is availed.

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Approaching this scenario; it would help if approached with compassion and structure and softened the students' emotions to set a supportive learning environment. In the first instance, get an idea of the student's discomfort and talk to her privately. It is less embarrassing and can be used to have a real and honest talk about her behavior and feelings. Other expressions of genuine concern that help trust are, for example, 'I noticed you are not doing so well and just wanted to check out how you are. This is what the student needs to tell his story without the fear of being judged. If she is unwilling, you will have to persuade her to open up without gently crossing her boundaries. Also, she must understand that she is not alone and can receive support from school counselors, teachers, and peers, making her feel appreciated and loved. Once the initial conversation is held, a collaborative approach to helping the student get back into academic consistency while still not adding too much pressure should be the goal. A flexible deadline, changing assignments, or one-on-one help will allow the student to manage schoolwork while grieving. Additionally, emotional support strategies should be implemented in the classroom setting, including the provision of a place in which students can freely express themselves. According to Counseling Center. (2020), creating a support network with peers, and using positive feedback might help facilitate the shift back to the classroom and academic engagement.

References

Counseling Center. (2020, July 7). Responding to emotional distress. https://counselingcenter.ecu.edu/concerned-about-a-pirate/faculty-staff/responding-to-emotional-distress/

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Classroom Scenario: Cheating

I decided to look at this scenario as if I was teaching in my desired grade, 2nd grade. Although the students are younger, I believe that it is very important to set firm boundaries early in the year. It is important that my students know that if they are caught cheating, they will receive a zero and their parents/guardian will be notified, along with this, I will have to follow my school and district policy regarding academic dishonesty. Being that the students in my class are so young, if it is their first offense, I would most likely allow them to make up the test with different questions of course, but it would have to be on their time (recess or after school) and the highest grade they would be able to make would probably be a 70 but that is better than a zero.

Using Katie and Brad for an example, in an effort to reduce embarrassment, I would allow them to finish the test, but I would make note of them cheating. I would ask them both to stay after class so we can discuss what occurred. Though I saw Katie looking off of Brad's paper, I would still give them the chance to explain themselves. I would ask if Brad allowed Katie to cheat or if she did it without his permission, I would explain why both instances were unacceptable. I would ask the reasoning behind cheating, and I would also explain the consequences to them again. I would also take the time to express to them that if they were ill prepared or whatever other reason they had for cheating, it would have been better to explain these things to me instead of cheating and I would have most likely worked with them to give them the assistance they needed.

I would like to add that I plan to use desk test dividers in my future classroom to further aid in the prevention of cheating.

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School-Wide Scenario: Loitering

Based on my past experience in school as a student passing periods were the time to meet up with your friends in-between classes, but my schools had strict policies about tardies, so getting to class never seemed to be an after thought. We would walk and talk. I think this was enforced by the school requiring teachers to be out of their class and present in the halls urging students to keep moving and not stop in the halls. If students were going to use the restroom, they would remind us politely to use the restroom quickly and get to class. Also during this time, administrators were also out of their office's in the main halls making sure no one would duck off into the cafeteria. The effort to prevent loitering should be a school wide where everyone plays their part. Students should be made aware of the expectations and consequences from the first day of school. Staff members should also uphold their end by actively monitoring and letting their presence be known as another effort to prevent loitering as well. If these efforts do not appear to be effective, thoughts and ideas should be brought up in school wide staff meetings so adaptations can be made on a school wide basis.

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If I suspect a student is under the influence, I would start by asking about their day to assess their response. I would then follow protocol by notifying the administration discreetly, especially when I am unsure of my suspect. I would write a report about the incident. In my experience, the administrator will handle the consequences and notify the parents.

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The first thing is to acknowledge the student's loss with empathy. Second, I would contact the parents with condolences and make them aware that I can accommodate what I can if the student and family need it. I would also let the counselors know about what happened to give the family and student opportunities for support if needed.

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Academic Dishonesty is a serious offense that affects a student’s own personal morals and honesty, and should be addressed immediately before it becomes a habit to a student. Every school and district has their own set of rules and policies when it comes to academic dishonesty and it is my job as an educator to enforce those rules/policies. It is also my job to enforce the consequences of cheating when the situation arises. Personally, I would ensure that my students are aware of the school’s policies, and the consequences that will follow when caught cheating early on. Also while establishing my own procedure and consequences when caught cheating in my class.

When it comes to Katie and Brad’s situation, I would let them finish the exam instead of having them stop and take away their exam right then and there because it would just distract the other students who are testing. Then after everyone is done testing I would pull them to the side, or outside the classroom, to privately talk to them and get a sense of the situation to see if it is a first time offense or not. If Brad was not aware of Katie cheating then I would only discipline Katie, but remind them both of the gravity of the situation and the consequences. If it was a first time offense I would write a report/referral to have it in writing, make a call to their parents and also send a note home for their parents to sign. Additionally, I would have the students take the test again instead of giving them a zero. If it was a repeated offence then I would notify administration/principal, call their parents, and give them a zero on their exam. Also while following the school’s procedure, and always reminding the students how serious cheating is.

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If I were to come across a student that is obviously under the influence of either drugs or alcohol, I would first try to talk to the student to get a sense of the situation. I would approach them kindly and  ask them to come with me where we could talk in a private area that is safe and confidential. Once in a safe area I would explain that I noticed that they are acting strangely and if there is anything they need to talk about. Whatever reason they give me as to why they are under the influence, I would go through the necessary protocols and explain to them the gravity of the situation. If the student believes that the situation is a joke, then I will be stern with them and explain the consequences. As well as, explain the life they could possibly lead if they are, or continue to, abuse substances. Then I would proceed to let the administrators and counselors know and let them handle the situation. However, if I have noticed that the student has been struggling and has been showing other signs, I will encourage them to seek professional help and offer resources to them. Making sure that the student knows that there are people who can help them and that care for them. Additionally, let them know that I am there for them, and that I am an available resource to them. Later on, I would continue to look out for the student to make sure they are doing well. If the student chooses not to cooperate from the beginning and refuses to talk to me, then I would just alert the administrators and counselors to let them take lead in the situation.

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I can only imagine what it would be like to lose a parent, let alone having to return to school with the immense amount of grief the student has. When they start to act out, I would immediately contact the parent or guardian to let them know of the behavior change. Teachers see their students as much as their family, so I would continue to be empathetic and care for the student. I would also be in contact with administration and the counseling system in place. However, depending on the administration, this can be tricky. Ideally I will work with administrations that go out of their way to show empathy and support families through tough times. Remaining a consistent piece of the supportive puzzle is essential for everyone involved, so I would continue to give the same level of empathy as other students, but have more grace for this particular student.

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I could see myself tackling this scenario a few different ways. In my future classrooms, I will hopefully know my students well enough to notice when a change in behavior happens, and if said change could lead to putting the student's health in jeopardy. If a student came in under the influence, I would ask them to drink water, have them sit quietly, and call an administrator. I will always act in what I think is their best interest while giving them grace for the situations where they don't know better. I would then work with the administrator to make the next steps, which will hopefully be something like: having a conversation with the student before discussing disciplinary solutions. Once the student is sober, I will have a serious conversation with them, but speak with empathy.