Professional Documents
Culture Documents
10/22/17
TE 310
Scenario 1: Ben
After losing a game to Alberto, you overhear Ben say: You must have cheated. My mom says
Mexicans are all stupid. You should go back to Mexico.
Although the bigger problem that needs to be addressed in this scenario is Bens racist
comment, accepting loss is a difficult concept to grasp. It is especially difficult for a child. Bens
feeling of defeat, and his gut reaction to put down the winner is something that is extremely
common with children. It is important to reward good sportsmanship within the classroom and to
have group discussions about how to react when you lose a game.
The point that is of more crucial importance, however, is content of Bens comment.
When examining this scenario, it is crucial to consider the reason that Ben made those comments
in the first place. As stated within the insult itself, Ben heard this kind of talk from his mother. It
is a viewpoint that is a reflection of the beliefs within his home life. Racism usually stems from a
When a teacher is faced with a scenario like Ben and Albertos, an emphasis on cultural
acceptance and celebration must be present within the classroom. The final goal for Bens
behavior intervention plan for Ben to understand why his comments were wrong and encourage
him and the rest of the class celebrate each others differences.
The first action that should be made within this scenario would be to pull Ben aside and
have a one on one conversation about his comments. It should be explained to him that
comments like that are really hurtful and they are not welcomed within the school.
The second action that should be made within this scenario would be implemented within
the whole class. This is because diversity acceptance is done through listening and discussing
with people that are different than oneself. The teacher should find literature that can start these
discussions within the classroom. Next, the teacher can lead a classwide discussion about
historical events in which groups of people were marginalized. Some examples could be found
through studying the holocaust or slavery. The teacher could explain how these events started
with small comments that were used to make the group of people feel less than. Finally, the
teacher can incorporate all of the students cultures into the classroom by throwing a cultural
celebration. The students could bring artifacts or food that express their culture. Families could
If Bens behavior does not change, the teacher should then reach out to the principle and
explain the scenario. It is important to gain the administrations backing with sensitive situations
like this. After administrational support has been obtained, a meeting should be set up with Bens
parents. Within the meeting, it should be explained that, all politics aside, comments that are said
to hurt another student is unacceptable. An attempt should be made to gain the support of the
parents.
Scenario 2: Joey
Joey is continually disruptive. Every time you turn around, he is pinching someone or making
someone cry. He has been put in time out repeatedly. When you ask him what he did wrong
and how he can improve, he has good answers and seems truly sorry for what he did. However,
his behavior does not seem to be changing.
There could be many different causes for Joeys disruptive behavior within this scenario.
It could be to gain attention from his peers or the teacher, or it could be a difficulty controlling
his actions and frustrations. Either way, Joey needs to be taught how to control his behavior.
Joey needs a behavior intervention plan because he is taking away learning time with is
disruptive behavior and he is acting in a dangerous manner towards the other students. The goal
of the intervention plan within this scenario is for Joey to have positive interactions with his
The first step is to set aside a time to have a one on one discussion with Joey about his
actions. Here, Joey should be encouraged to identify why he is not getting along with his peers.
Then, alternative options for releasing that negative energy should be discussed. A reward
system can be put into place for Joey. He can receive a ticket or some kind of positive behavior
marker every time he is caught having a positive interaction with other students. What exactly a
positive interaction looks like should discussed. Joey can then accumulate his tickets to purchase
Another option is to give Joey a spot within the classroom that he can cool down. Within
that one on one discussion, Joey and the teacher can discuss what is feels like when he is getting
frustrated and ready to lash out at the other students. The teacher would instruct Joey to quietly
move himself to that cool down spot the second that he feels that feeling.
If either of these options do not work, a meeting should be set up with Joeys parents and
the counselor. Within this meeting, alternative self-calming methods could be discussed.
Eli and Cole are at it again. As soon as they walk in the door from recess, Cole runs up to you,
saying, "Eli called me a bad name!"
understand. It is often overlooked that this is not something that is always naturally inherited.
This is a skill that must be developed. A classroom that does not address this could result in
many disruptions, and a negative classroom atmosphere. Children can be taught how to express their
feelings and listen to other peoples feelings in a healthy and calm manner. It should be explained that it's
okay to disagree, but it is not okay to disrespect. Although it is important for the children to feel that they
can come to a teacher with problems and conflicts, it is equally important for students to develop conflict
The goals for a classwide behavior intervention plan on conflict resolution is to strengthen
communication skills and obtain a positive learning environment. This would look like calm discussions
between students on disagreements. It would not look like fighting and name calling. The students should
A spot within the classroom should be provided for conflicts to be resolved. It would look like a
small table with two chairs that directly face each other with a bell in the center of the table. It could be
called the peace table. Whenever students start to have a conflict with one another, this is where the
The next few times that Eli and Cole start arguing, the teacher can direct them to the table and
lead a healthy discussion to deescalate the conflict. Keeping in mind the scenario above, it can go as
follows:
Teacher:Cole, can you tell Eli how it makes you feel when he calls you that name?
Cole answers.
Teacher: Eli can you tell Cole that you hear him and that you care about his feelings?
Eli answers
Teacher: Eli can you tell Cole what happened for you to get so frustrated in order to call
Eli answers.
Teacher:Cole, can you tell Eli that you hear him and that you care about his feelings?
Cole answers.
Teacher: If this happens again, what can we do so nobody gets their feelings hurt?
Cole and Eli answer.
The students are then invited to ring the peace bell because the conflict has been solved. After the
teacher leads the first few encounters at the peace table, the students should be able to lead the discussions
on their own.
If the students are still having a difficult time voicing their opinions and it is disrupting learning
time, ask them to write in a communication journal. This way instead of time being taken away from
instruction time, students can write or draw their concerns in the journal. It can be turned in so that the
teacher can read it later and address the problem at a less inconvenient time. Students will feel that they