1. Colin has a history of "prankster" behaviour that is beginning to escalate as he's getting older. This year he has a trained EA for gifted students, who pushed to get Colin tested for giftedness. Colin has been identified as being very superior on IQ tests, and scored off the charts in creativity. Although Colin's pranks have stopped due to being distracted by the Renaissance art unit in class, there is a fear within the school that if he is not challenged or engaged that the pranks will come back more detrimental than ever.
1.1. Teachers perspective
1.1.1. Issues/Feelings: The teacher is feeling very overwhelmed as a result of Colin's behaviour. They is also feeling under prepared and under trained to deal with these behaviours. The teacher is sometimes feeling unsafe and in danger when Colin is around. They are feeling lost on how to divide attention among Colin and the rest of the class.
1.1.1.1. Course Connection: Universal Design for Learning is used to accommodate different learning needs to assure ultimate success of all students. Colin's teacher could benefit from following the UDL strategies to assure that within Colin's differentiated instruction that it is ultimately geared to his success. Being that Colin is gifted, this might mean that the teacher needs to delve a bit deeper into making assignments more engaging for Colin.
1.1.2. Response: In response to Colin's behaviours the teacher should call a team meeting to discuss what is happening. The teacher should consider working with the EA to come up with ideas/strategies to help with Colin's behaviour. The teacher should also consider gifted programs that Colin could potentially qualify for. Once Colin has completed his work there should be tasks/activities available in the classroom for Colin to work on. The teacher is concerned that they might lash out on Colin when his inappropriate behaviours occur. The teacher will reach out to Colin's parents and to other teachers to seek help.
1.1.2.1. Course Connection: using the EA to incorporate Vygotskys zone of proximal development (ZPD). Colin could possibly have trouble with regulating his actions and therefore, working with an EA could help solve this. The EA could scaffold positive behaviors and work with Colin until he adapts to those behaviors on his own. Additionally, the EA could work with Colin using strategies that they know Colin enjoys i.e. Renaissance themed work.
1.1.3. Strategies: After the teacher had discussed Colin's behaviours with the principal and parents they came up with several strategies. One idea was to incorporate an independent study for Colin to complete. Another strategy would be to create a reward system. The teacher could sit down with Colin and create goals/a student contract for Colin to follow. To keep Colin busy when he has completed his work he could have a book of brain teasers to work through. In regards to the teacher, they could participate in professional development (OCT Standards). The teacher also needs to consider Differentiated Instruction when creating sessions for the class. Finally, the teacher can scaffold behaviour to slowly improve Colin's behaviour.
1.1.3.1. Course Connection: The strategies Colin's teacher is implementing to help Colin succeed within the classroom begin with "establish an environment that shows clearly that intelligent thought, analysis, and creativity are valued" (Bennet, 2013, p. 156) encouraging Colin to showcase all of his thinking in an safe and welcoming atmosphere. Colin's teacher wants to create a space where Colin does not feel he has limit himself in any way. Colin's teacher wants to adjust her teaching strategy to benefit Colin and his way of showcasing his thoughts and thinking in order to make him successful at school.
1.2. Parent perspective
1.2.1. Issue/Feelings: Colin's parents are feeling frustrated as they feel people are judging their parenting, thinking they are bad parents. His parents have never been educated on giftedness and therefore, they are feeling misguided in their parenting. Colin's parents fear that because of their sons actions, that he will be perceived by other teachers as the "bad kid".
1.2.2. Response: In response to their conversation with Colin's teacher about his prankster behaviours, Colin's parents are in denial. They do not want to believe that their son is the cause of this uproar. They begin to question the school as Colin does not behave like this at home and therefore, they do not understand where this change in personality is coming from. Additionally, they believe that disciplining Colin may be the next appropriate approach.
1.2.2.1. Course Connection: As Colin's parents continue to stay in contact with Colin's teacher and principle they will be building a relationship around Trust, one of the four ethical standards for the teaching profession. As the foundations of professional practice states (2016) "trust embodies fairness, openness and honesty" (p.9) which is what the relationship regarding Colin's family and school must encompass to ensure all of Colin's needs are being met, and all decisions are supported by everyone involved.
1.2.3. Strategies: Collaboratively, Colin's parents and teacher have come up with some strategies to get his behaviours back on track. They have considered the importance of incorporating extracurricular activities into his routine to keep his on task. Additionally, his parents plan to become more involved within his life so they can monitor his behaviours. His parents want to take workshops to become educated to children who are gifted. Finally, his parents have decided to keep constant communication with his teacher so they can keep up to date on his behaviours. They plan on scaffolding his behaviour until he can make those choices on his own.
1.3. Colin perspective
1.3.1. Strategies: After Colin spoke with his parents and teacher they came up with these strategies. The first strategy was a choice board to following during/after activities. Another strategy was to have a points system/reward system for Colin when he following set expectations. Finally is a hands on activity available for Colin to complete and it should be related to his interests.
1.3.1.1. Course Connection: The strategies that have been created for Colin are considered as Differentiated Instruction. These have specifically been put in place for Colin to help improve his behaviour. By implamenting Differentiated Instruction into Colin's day he will hopefully be able to participate at a level where his behaviours subside. (lecture 4)
1.3.2. Response: Colin will continue his behaviours as long as social recognition continues and no consequences are enforced.
1.3.2.1. Course Connection:Nature vs. Nurture debate- Under the category of nature, Colin has been classified as gifted. This is something that was not learned or taught to Colin he was born this way. Also, Colin is not being properly supported in the school environment for him to succeed. This could be changed if Colin, his parents, teacher and principal worked together to make a more positive and growing environment for Colin.
1.3.3. Issue/Feelings: Colin is feeling bored within the classroom as he is not being stimulated through challenging content. Alongside, Colin has felt misunderstood for a long time which sparks his desire to belong. With the lack of consequences for his actions, Colin feels he is eliciting the response he was targeting.
1.3.3.1. Course Connection: Giftedness- misconceptions/facts (Bennet chapter 10) There are a lot of misconceptions around giftedness. If everyone involved in Colin's life gained more knowledge about giftedness then small changes could be made to help improve Colin's unwanted behaviours. If the teacher educated herself about giftedness this would connect to care and professional development in the OCT Standards.
1.4. Principal Perspective
1.4.1. Issue/Feelings: The Principal is feeling overwhelmed as ultimately, she/he is liable for the wellness of the school. If Colin's pranks continue to get out of hand, the other students safety could be jeopardized. Additionally, with the extent of Colin's pranks, the principal is feeling on edge as the cannot control others reactions. -
1.4.2. Response: In response to Colin's reckless pranks and poor decisions, the Principal starts to question Colin's home life and if there are any external factors leading to his behaviour. After considering his home life, the principal seeks external resources to help address and respond to Colin's actions.
1.4.2.1. Course Connection: Professional knowledge (OCT). Continuing one's journey of professional knowledge is very important for educators as described by the Ontario college of teachers. Seeking external resources as a method for assisting a student shows the teachers drive to address the issue. Continuing their growth by taking professional courses is a great strategy as it will provide them with insight for how to address other situations like Colin's case in the future. Professional knowledge on different topics and continuing to attend different professional development workshops is key in developing with our students.
1.4.3. Strategies: After discussing with Colin's homeroom teacher and arranging a time to hopefully meet with Colin's parents, the school principle is feeling hopeful that she will be able to find strategies that can be put in place to aid Colin. The principal looks to find workshops that teachers can attend to relieve their feelings of being unprepared and overwhelmed working with students like Colin. Additionally, the principal has considered strategies such as using higher power such as police, as a scare tactic towards Colin's poor choices. Throughout the use of different strategies, the principal will keep in contact with the parents and teacher to assure everyone is on the same page with his progress.
1.4.3.1. Course Connection: Colin's principal's strategy of ensuring teachers attend workshops to combat their feelings of not being prepared for working with a child who is gifted, embodies the OCT Standards of Practice of ongoing professional learning (p. 13). In a profession that is forever changing it is important to educators and other pupils involved in academia continue their education throughout their career to stay current in the field, and help develop strategies for their current and future students.