1. Scenario 2
Becominga Reflective problemsolverwill take time,energy,andlearningtothinkoutsideof the
box. Assumingthatall of the tacticsI have usedso far to combatJeffrey’sdisruptive andprovocative
behaviorhave notworkedthenitistime to reflectonthe situation. Thiswill take the three mainsteps
of Action,Interpretation,andcritical reflectionbutIalsomayneedto use my resourcestofind
additional help. Firstof all,Iwouldarrange a conference withthe Vice Principle,the Principle,Jeffrey,
and Jeffrey’sparents. Whilewaitingforthe date of thismeetingIwouldmake a planof Action. First,I
wouldmake immediateaccommodations tomyclassroomseatingchart. Jeffreywouldbe movedtoa
deskinthe front row,directly infrontof my deskandaway fromdistractions. ThenIwouldspendsome
time collaboratingwithaspecial educationteacherthatdealswithEDBDon a dailybasis. Iwouldalso
speakwiththe school psychologistandothergeneral educationteacherstoreceive adviceandfeedback
aboutthe immediatesituation. Anotherchange thatI wouldmake wouldbe changingthe wayIreact to
Jeffrey’sbehavior. He isobviouslyfeedingoff of myreactionandthe class’sreactiontohissarcastic
commentsandsmart mouth. I wouldcreate a setof clear-cutrulesforthe classwithspecific
repercussion togoalongwithnot followingmyrulesand guildlines. Thiswouldtake agooddeal of
brainstormingbecause of the age groupof the teenagers. Includedinthe classroomruleswouldbe a
clear-cutrewards/punishmentsystem. Those studentsthatreactedtoany other student’s misbehavior
withan inappropriate response oranyresponse atall,wouldhave the same punishmentasthe student
that initiallydisruptedthe class. Iwouldmake sure thatI keepa calm, low volume tone of voice that
doesnotshowany type of emotional upsetwhendealingwiththe Jeffrey’sdisruptionsorthe class’s
reactionto hisbehaviorsoractions. It isimportantto keepinmindthatthere maybe underlyingissues
that are causingJeffreytoactthisway. Teenagerswill seekapproval frompeersandattentionfrom
adultsinany waythat theyhave become accustomedtodoingso. Withthisinmind,Jeffrey’shome
environmentmaybe one of the causesof hisdisruptive behavior. He mayneedto be testedforan
emotional disorder/behaviordisorder(EDBD) thathas thusfar not beendiagnosed. Anotherthingto
considereristhatJeffreymaybe giftedandneedadditional worktocompensate hisabilities.Boredom
isa leadingcause of behaviorissueswithgiftedchildren. Once these initial modificationshave been
made to the classroomenvironment,itisimportanttodiscussreasonable,measurable goalsto
accommodate Jeffrey’sbehaviorbefore itbeginstointerfere withhiseducation. AnI.E.P.shouldbe
createdwiththe school administration,Jeffrey,hisparents,andmyself,inordertocreate clear-cutrules
and goalsfor Jeffrey. AnI.E.P.will actas a type of contract betweenJeffreyandthe school anditmay
be necessarytoalso create an IndividualFamilyService PlanwhichincludesthatFamilyinthe individual
goalsand createsa familycontractwithmeasurable goals,modifications,andaccommodations. Above
all it isimportantto staycalm, consistent,andtore-evaluatehow these changesare workingona daily
basis. Reflectingonwhatworksanddoesn’tworkisan importantfactorinhelpingJeffreytoovercome
hisdisruptive behaviorandtransitionintosocietyasafunctioningmemberof the workingclass.