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.

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.

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

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

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.

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.

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.

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

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.

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

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.

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

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

References

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

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.

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.

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.