Classroom Structure & Climate Case Study: Ed3502 Section GHI Jim Cain,

Neil Whaley, D.J. Whetton

The Problem
Case Study #4
Pierre is a sixth-grader who constantly bullies other children and ends up in fights. Its a rare day
when Pierre doesnt get into one scrap or another. In class, Pierre is an average student and is
generally cooperative unless he gets into a fight with another student. The other students are
beginning to avoid Pierre. They dont like talking to him for fear that it will lead to a fight. Some
children are actually terrified of Pierre.

Some Strategies
Establish a rapport with the student
A meaningful rapport should give the student confidence to express personal feelings and
issues.

Be genuinely interested in the students well-being.

Separate the student from his/her behavior the student must be aware that s/he is always
accepted
KSA #8 Respecting students human dignity

Considerations for Grade Level:

This applies across all grade levels. The focus of the rapport should be based upon where the
student sits on Eriksons psychosocial levels.

Set up a safe place

Student is free from potential triggers can reflect on actions without being distracted
Other students may also use safe place when feeling intimidated
Available for all
KSA #7 students needs for security

Considerations for Grade Level:

The DSM (Samuels, 1998) suggests that secondary students would benefit from addition
classroom structure.

Incorporate Applied Behavior Analysis and operant conditioning

Student achieves genuine self-satisfaction and self-acceptance through positive behaviors.

Design a schedule of reinforcement (Woolfolk et al., 2016, p.236)

Shaping progressively less aggressive actions (Woolfolk et al., 2016, p.231)
Reinforce the use of a safe place

Considerations for Grade Level:

The type of reinforcement should vary with the students level on Piagets stages of cognitive
development. A pre-operational thinker may benefit from different forms of reinforcements than
a formal operational thinker.

Find the student an alternate outlet for his/her energy

Student releases pent up energy and frustration

Based on individual student interests and passions
KSA #5 all students can learn, albeit in different ways

Considerations for Grade Level:

This is not grade level specific, it is based upon the individual student. Relationship,
relationship, relationship!

Discuss the students issues with the rest of the class

Integrate activities and discussions that address bullying and aggression

Possibly make other students aware that the aggressive student is working on it and needs
community support
KSA #7 students needs for security

Considerations for Grade Level:

In an elementary school setting the situation could be discussed theoretically, without
discussing individuals specifically, the issue could be explored as a class.
At a high school level, a modicum of personal responsibility would be required. The issue could
be discussed in person with all parties and the offending party would assume the onus for their
actions and the rectification of the issue.

Seek support/guidance from students guardians, school administration,

student psychology services
The specifics of the course of action will be determined in conjunction with the consulted
parties.

References:
Samuels, S. K., & Sikorsky, S. (1998). Clinical evaluations of school-aged children: A structured approach to the diagnosis of
child and adolescent mental disorders. Sarasota, FL: Professional Resource Press.
Woolfolk, A., Winne, P. & Perry, N. (2016). Educational Psychology (Sixth ed.). Toronto, ON: Pearson Canada.