Running head: RESOLVING CONFLICTS

Resolving Conflicts and Power Struggles in the Classroom Natalie Edge University of Utah

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Problem Description and Rationale The purpose of my study is to find ways to defuse power struggles and conflicts in the classroom. In my experience so far as a teacher, I have found that I have students who do their best in the classroom every day. However, I do have a handful of students who feel they have to question (or argue with) every single thing I do or say. This topic is essential because there will always be students who try to engage in power struggles. Through research and practice, I have found methods and techniques that can not only defuse power struggles, but also empower students. First, I must point out some key things about my personality. I don't get angry easily. I hate confrontation. Arguments and fights seem useless to me, so I hardly ever engage in one, even when I am provoked. Lastly, I'm very patient. With these three traits, I might be too passive when it comes to students who engage in power struggles. An example of a power struggle I had: I asked a specific student to stop listening to his music. He refused. I politely asked him again, reminding him that it is school policy. He loudly stated that he currently has an A in this class, and that music helps him focus. He told me I could try any way I wanted, send him to the office, but he will come back, and he will always listen to music. I felt like he was trying to "stick it to the man." He would say something rude and provoking almost every day. I connect with most students easily. However, there are other students who are not as easy for me to understand. I have to work hard to stay subjective in my feelings towards particular students who treat me poorly. With more research and knowledge about the dynamics of power struggles and how to defuse them, I feel much more competent as a teacher. I have

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never lost control of my classroom, and almost all of my students now try to work hard and do their best. Literature Review There are many resources available for educators concerning power struggles and behavior problems in the classroom. In Bluestein's (2011) article, it is suggested that we step away from the mentality that if the students win, the teacher loses. Working together, both groups can win. Tauber (1981) provides different methods of approaching power struggles that are still relevant for today's practice. Moore's (1998) article discusses power struggles in a business setting, yet is a useful article because it discusses specific variables related to power. Heller's (2012) book discusses an Eastern approach to power struggles. These approaches are mild, thoughtful, and patient. Taylor-Cox's (2011) book was especially helpful to me because it specifically addresses behavior problems in math class. It seemed like this book was written after observing specific students in my classroom! Power Struggles in General Power will always affect the social dynamics of everyday life. Moore (1998) observes that "power pervades the social world as thoroughly as gravity pervades the physical world" (p. 351). In order to understand power struggles, we need to know what power is: power is the ability of person A to persuade person B to do something that he/she wouldn't otherwise do. Next, we need to recognize the signs of a power struggle. Tauber (1981) suggests that you are in a power struggle if you feel angry, provoked, or if you feel that your authority is threatened. Being able to recognize the signs of a power struggle will help you take the next step: figuring out how to stop it.

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Not all power struggles involve the teacher and student: sometimes I would see my students engaged in a power struggle with one another. Being an authority figure in this situation is tricky: I need to avoid taking sides from the start. Heller (2012) suggests to "balance our actions, to keep to the middle road. Extremes are dangerous, as are absolute points of view. Leadership is situational, even if one's underlying principles and beliefs are steady" (p. 1). As a leader in this situation, I need to be as subjective as possible while helping students navigate through conflicts with one another. Now that we understand what the definition of power is, as well as the signs of a power struggle, we're ready to talk about how to respond to conflicts. Natural Responses to Power Struggles There are two natural reactions to power struggles. We either want to fight back until the student sullenly complies, or to give in and let the student get what they want (Tauber, 1981). These two reactions seem to be the default that is wired into our system. These methods are ineffective and possibly harmful. At the beginning of my student teaching, these were the two responses I would engage in: I would push and push, persuading the student to do what I ask or face harsh consequences. Less frequently, I would get tired of wasting precious instruction time, and let the student keep doing what they wanted. Neither of these is healthy for the classroom environment. Even though it was a quick solution for the day, there would be another struggle the following day. There are, however, many other techniques that can be used that are effective, and likely to completely eliminate power struggles. I will discuss these techniques in a moment. Power Struggles in the Classroom The classroom is a unique situation; as a math teacher, I am marketing a product to consumers who don't necessarily want it, yet are forced to use it. This seems to be a recipe for

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disaster! Math is a subject where either the students love it, or they hate it. In my first survey I gave to my students, I discovered that about 80% did not like math. When a student does not enjoy a particular subject, he/she is more likely to act out and ask why he/she has to learn that particular subject. When a power struggle like this arises, Moore (1998) suggests analyzing the situation in terms of six interconnected variables: 1) The players (the students, involved and not involved), 2) The goals of the students, 3) The stakes; what may be potentially lost or gained in the competition for power. 4) The resources, 5) The values; the importance of some behavior, standard, material, or belief. 6) The obstacles; obstacles to gaining power can be anything mentioned previously: another student, someone else's goals in conflict with mine, stakes which may be too high for students, resources I may lack, etc. Being able to analyze the key variables case-by-case will help me to find ways to help students. For example, I had a student who often refused to sit down in class. I analyzed the situation, and realized that he wasn't bothering anyone; he simply wanted to stand up and move around. I rearranged the seating chart so he could sit in the back, so if he chose to stand up, he wouldn't obstruct anyone's view of the board. By doing so, I avoided a useless power struggle. Power struggles in the classroom are different than in the real world, because the students are required to attend and to master the specific core content. Acting out or questioning authority is a way that students try to escape from learning content. Tauber (1981) observes that "when educators recognize that a student's misbehavior has a purpose and see the psychological motivation behind his actions they can respond in a purposeful and helping manner. They need to recognize the misbehavior for what it represents--his expression of discouragement, his attempt to gain significance, his effort to belong" (p. 54). Power struggles against the teacher

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aren't necessarily personal: often students are trying to get attention, power, or hide the fact that they feel inadequate (Tauber, 1981). Methods to Defuse Power Struggles The only way I can be successful as a teacher is to know who I am and what I am about. I need to be clear about my ideas. I need to know my resources, and I should be fully aware of my talents (Heller, 2012). In being confident as to who I am, I can help my students who are seeking power. A student seeking power believes that he can be somebody only if he does what he wants to do, and refuses to do anything I ask him to do (Tauber, 1981). If I am confident in myself, I will be more capable to help students and empower them so they don't feel like they have to fight with me in order to feel validated. Withdraw from the conflict. The first method is that we can withdraw from the conflict. This may sound like giving in, but it is not. When a student finds himself/herself in a power struggle, he/she often would like to get out of the struggle if he/she knew how. The student is committed and doesn't know how to withdraw without losing face in front of his/her classmates (Tauber, 1981). Instead of embarrassing the student by forcing him/her to submit, I can simply suggest that he/she take a walk, or that we can discuss the particular issue at an appropriate place and time. "A power struggle isa conflict to see who has more power, a bullfight. However, one of the two parties can refuse to engage" (Heller, 2012, p.43). Sometimes the argument needs time, to let the student and teacher to cool off and think things through. Heller (2012) suggests doing just that: "we are often impatient. We see a problem or we see that events are not going our way. We want to jump in and fix thingsAction is seen as better than passivity. Yet sometimes it might be wiser to allow circumstances to work themselves out" (p. 31). I have found this to be true. On a couple of occasions, I suggested that we discuss the problem after

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class. By the time the class was over, the student apologized to me, and the problem never recurred. I know if I had pushed the issue and forced the student to comply, I would not have gotten that apology, and the problem would still be ongoing. It is hard to be patient sometimes, but as a teacher, I can stand being argued with, yelled at, and insulted. I simply need to let the student (or even parent) vent while I wait, then when they are done, I will be able to respond with thoughtfulness and dignity (Heller, 2012). It is important to respond to conflict nonreactively: "being able to not take confrontations personally will save you a lot of grief. Instead of criticizing, scolding, punishing, or simply labeling, respond to negative behavior with useful information, perhaps asking for what you want 'That's inappropriate' gives students no instruction on how to behave more appropriately" (Bluestein, 2011, p.33). It's natural for me to quickly point out what students are doing wrong, but I need to move away from that and focus on teaching students what is appropriate. Take preventative measures. Another technique that can be used is to take preventative measures and plan ahead for power struggles. Start off the school year letting students know that you understand that conflicts and power struggles may arise. Explain to them your plan on how you will handle these situations if they happen (Tauber, 1981). After explaining the steps to your plan, ask the students for their support. Tell students that you have a contract to teach, and you must by law fulfill this duty. When there is a power struggle, class needs to go on, and these interruptions will be handled at other times (Tauber, 1981). When students are informed of these steps and facts, they are more likely to offer their support. Acknowledge student power. Another method is to acknowledge student power and solicit cooperation. This method takes humility, but often is very effective. Admit to the obvious; let the student know that you understand that he does have power. Then enlist his help

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or cooperation. When you admit that your student has power, you end up defusing that power: the student no longer has the need to flaunt it, and now they can be the hero (Tauber, 1981). Win-win method. This thinking is generally used in business settings. The concept can be unsettling in the classroom setting; we think that if the kids win, the adults lose. This thinking is misleading, suggesting that the only alternative to an authoritarian management is a permissive approach--letting the kids do what they want (Bluestein, 2011). One of the parts of win-win thinking is to stop catching everything that students do wrong, but "instead, see their mistakes or failings as opportunities to build responsibility and to teach the positive behaviors we desire" (Bluestein, 2011, p. 32). A win-win mentality focuses on giving students opportunities to develop self-management and self-discipline, freeing up time that usually is used to discipline students (Bluestein, 2011). I have offered more choices to students on assignments, assessments, and seating charts. I have had drastic positive results when I let the students have some voice in how things should be done in the classroom. One thing to watch out for in the win-win approach is to still be firm on class rules and consequences: "we undermine our authority any time we give warnings or accept excuses, so avoid any inclination to do either" (Bluestein, 2011, p. 34). It is essential to show students that we are fair about rules and consequences, or we slip into a more permissive approach, where students feel they can walk all over the teacher. Empowering Students I have talked about various methods about defusing power struggles, but now I want to discuss something I have found to be extremely effective: finding ways to empower students. Instead of simply getting rid of the problem, we have an opportunity to help students be better, as people. I briefly discussed possible reasons of why students are acting out. In most cases, students act out when they feel inadequate. Taylor-Cox (2011) suggests in order to solve

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behavior problems in math class, we need to empower students. "At the core, students need academic empowerment. Surrounding the core are learning empowerment, social empowerment, and emotional empowerment. This new perspective can be depicted as the empowerment triangle, strong enough to solve even the toughest behavior problems in math class" (p. 15). As an educator, I have the unique opportunity of not only getting rid of undesirable behavior, but I can also help build up students, leaving them stronger and more confident. Academic Empowerment. Academic empowerment is the keystone in solving behavior problems in math class. In order to empower students academically, teachers need to use meaningful feedback, productive instruction, and formative assessments (Taylor-Cox, 2011). I have found that giving meaningful feedback verbally and on student work has helped students feel encouraged and build up confidence in their math skills. As they feel more confident, they tend to act out less. I noticed several of my target students responded positively to meaningful feedback, and I had little or no problems with power struggles after a few weeks. Learning empowerment. Learning empowerment deals with helping students learn in the ways they learn best. "Teachers need to help students by honoring learning styles, using multiple intelligences, and applying appropriate environmental preferences" (Taylor-Cox, 2011, p. 17). I have engaged in working on all three of these areas: I tried catering to all four learning styles: visual, auditory, kinesthetic, and tactile. In one of my surveys, I concluded that most of my students preferred visual and kinesthetic learning styles, and I made sure that I included those approaches in my teaching. I also tried to create lessons and assignments that applied to all intelligences, although I found it time-consuming and challenging. It was difficult for me because there are nine different intelligences, but in the end it was worth it. My students were more engaged and excited to do math lessons and assignments. I also worked on environmental

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preferences; I played around with different classroom arrangements, and different ways to light the room. I was lucky to have a room that had large windows which allow plenty of daylight in. I found that my students felt more comfortable and responsive in a classroom that was orderly in rows, with the windows open and the lights off, using the natural daylight. Social empowerment. The third area of empowerment is social empowerment. This addresses classroom community, communication, and conflict resolution. As I try to empower students socially, I need to create a positive classroom community, which involves a wide spectrum of variables: the physical layout of the classroom (trying to invite collaboration), students understand that their opinions are valued, high expectations are owned by everyone, everyone is respected, students and teachers work as a team, and everyone is included (TaylorCox, 2011). I also tried to teach students how to communicate productively, as well as how to resolve conflicts between each other. I also modeled ways to resolve conflicts. This increased social empowerment for everyone. Emotional empowerment. The last area of empowerment is emotional: self-esteem, responsibility, and mutual respect (Taylor-Cox, 2011). In order to increase students' emotional empowerment, we need to increase their self-esteem. However, we have to be careful in doing this in genuine ways, not artificial. Students know the difference between genuine praise and fake praise (Taylor-Cox, 2011). Taylor-Cox (2011) suggests that "specific, authentic encouragement is a more effective way to build a student's self-esteem" (p. 20). Also, students and teachers need to learn how to take responsibility. We need to teach students how to acknowledge and take ownership of good and bad choices. Blaming others does little to empower us (Taylor-Cox, 2011). I tried to teach students to stop worrying about the past, but think about future choices and the positive consequences that will come from them. Lastly,

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students need to learn about mutual respect. Students have a hard time learning that respect does not necessarily mean that you have to be submissive to someone. Taylor-Cox (2011) observes, "in some classrooms, students are 'required' to show respect to their teacher and classmates; yet many students do not know how to do so because their experiences with respect involve power and fear, rather than happiness and satisfaction" (p. 21). It is important to teach students the concept of mutual respect, as it is an ongoing process that empowers both students and teachers. Plan of Action Variables The independent variable was the methods that I used to address conflicts between me and individual students. This includes implementing different classroom behavior management plans until I found one that works for the majority. My supervisor had given me several different plans and ideas, and she asked me to try each one of them until I found something that worked. The dependent variables are improvements in student behavior, participation, and cooperation. Behavior is defined by the students displays of respect for the teacher, themselves, and the classroom. There are individual students who did not show respect for me as a teacher, nor for the time that we wasted over irrelevant conflicts. They also needed to show respect for themselves by trying hard on their work, instead of giving up and distracting other students. Many students were also throwing lots of garbage on the ground and drawing on the desks. I hoped to eliminate this as much as possible throughout this action research study. Participation is defined as being on-task and turning in work. Student cooperation is defined as a willingness to listen to and follow teacher instructions. If a student does not agree with the instructions, then they will be able to use appropriate ways to communicate with the teacher, rather than yelling out or acting out their discontent.

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Research Questions Throughout the course of this study, I tried to answer the following: -How do I peacefully and efficiently dissipate situations of conflict? -Do students engage in power struggles because they want the attention of their peers, or because they are struggling with the content? -If I make an extra effort to build relationships with defiant students, will they behave better in the classroom? -Do particular students act out in math class because of the content, or do they act out in every class? -When I become more effective with resolving conflicts, will the general class atmosphere feel safer and more positive? -Are behavior, participation, and cooperation interlinked? (If a student misbehaves, do they still turn in work? Etc.) - If target student behavior and grades improve in my class, will it have a positive effect on their other classes? Target Groups I taught three classes of ninth grade math (Secondary Math I). These classes were in a high school setting, and I taught them every day for one hour. The class sizes ranged from 27-34 students. The class population included ELL students, students with special needs, minorities, and gifted students. The students were part of a Freshman Team, which consisted of a total of 90 students. There are two other core content teachers (English and science) who also had these same students every day. Most of the students were cooperative and got their work done. There were a small handful of individuals throughout all three of my classes who constantly interrupted

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class, threw off the classroom dynamic, and impeded the learning process for many of their peers. My purpose was to find ways to work with these individuals and help them to improve in their behavior, participation, and cooperation. I hoped to help these students find more effective ways to communicate their dissatisfaction besides acting out and yelling at the teacher during an activity. I was also a target. I am not an arguer, and I have a natural tendency to avoid conflict, fights, and power struggles. However, as a teacher, sometimes I dont have a choice. If a student is breaking school policy, I have to address the issue and resolve the conflict that may ensue from enforcing a rule. Negotiations I did not have to make any prior negotiations before implementing. My Site Teacher Educator (STE) was completely supportive and on board with any changes I might make in the classroom management plans, as well as on how I would address conflicts and arguments. The data I collected is non-intrusive, and comes from my observations. Students were informed that I may be changing the classroom layout, routine, and behavior management plan. Timeline Phase 1: February 5-14. I implemented new general classroom behavior plans until I found one where the entire class behaves better. I reviewed literature to find methods to address conflicts with individual students. I collected initial data from surveys, selected specific target students, and recorded their particular misbehaviors and room for improvement. Phase 2: February 17-March 28. I continued to collect data, modified my general classroom management plan, and started working with specific students, using the methods and interventions I found from the literature from phase 1.

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Resources Most of the resources were easily available; my reflections and observations, as well as my students grades on PowerSchool. I also kept a list of possible intervention strategies for conflicts. Data Collection I had four sources of data. I stored all of my data electronically in my Dropbox and on my thumb drive. 1. Teacher reflections and observations a. b. c. Weekly updates on target student behaviors Records of each conflict, the intervention I used, and the outcome Records of each general classroom management plan, and the effectiveness on the class and target students 2. 3. 4. Target students grades throughout the year (PowerSchool) Student responses to surveys Tally of target students completed assignments (PowerSchool) Teacher reflections and observations. Every Friday, I made weekly updates on the behavior of my target students; have they improved or not from last week? Any time a conflict happened, I made a record of it that day. I noted what the conflict was, how I tried to resolve it, and what the outcome was. I also wrote weekly reflections on the general classroom management plan, whether it was being effective on the class as a whole, and whether it was helping my target students improve their behavior.

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Student grades. Every Friday, I did a weekly grade update on my target students. I noted their grades on the assignments and assessments from the week. I compared their grades to previous terms, and tried to determine whether they were making improvements or not. Survey responses. I handed out surveys on February 21 and March 28 and compared the responses. I gauged my students' attitude towards school and math, and figured out ways to use the information to help students feel more engaged in my classroom. Completed assignments. My target students usually didn't turn anything in, hence why they weren't doing well in class. I modified my curriculum so there was no homework, students simply needed to do the assignment during class, and turn it in at the end of class. I hoped that students would start turning in more work and caring more about themselves and their performance in my class. Results, Analysis, and Conclusions I kept journals/reflections recording conflicts with the class and/or individual students. I also gave a preliminary survey to my students regarding their attitudes towards different core subjects, towards learning in general, and towards math. These are two sources of qualitative data for my study. From my qualitative data (Figures 1 and 2), I have found that being polite and patient is not the right answer to addressing my students who are more prone to act out. Comparing the approaches and results from Figure 1 and 2, I see that a stern and direct approach to dealing with conflict is the more effective route. Figure 1 (February 19) "Today, (Name) refused to sit in her assigned seat. It is essential that she sit away from her friends and in the front, or she gets no work done. After I politely asked her three times, she got mad and left the classroom. She refused to talk with me,

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and left in a huffLater in fifth period, I was busy teaching my class of Seniors when she walked in, interrupted me, and was rather curt when she said 'I need the worksheet from today.' I took a deep breath, and responded with, 'I can give you that paper. But first, you must walk out of this classroom, and come back in, and this time be more polite, as you are interrupting my class.' She did what I asked." Figure 2 (February 21) "Today, I was very stern and basically started over on day 1. I let my c lasses know exactly what I expect. I went into each expectation with great detail, let t hem know the exact consequences for good/bad behavior. In general, the classes were MUCH better behaved. Even (Name) raised his hand and actively participated in the class discussion and supplied valid answers. Some of my more problematic students were absent today, so I will have to make sure they understand these expectations.(Name) and (Name) came up to me separately after school, and thanked me for finally putting some kind of order into the classroom, and laying down the law."

On February 21, I conducted a survey to gain a better insight into my students' general attitude towards core subjects, math, learning, and school. You can find the results in Figure 3. I have found that the majority of my students picked English or science as their favorite subject, and picked math as their least favorite. Also, most of my students enjoyed learning (in general, not necessarily in a school setting).

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Figure 3 1. Rank your favorite subject (1) to your least favorite (3). English 1 16 11 14 41 2 6 9 7 22 3 3 5 2 10 1 4 4 3 11 Math 2 12 11 6 29 3 9 10 14 33 1 6 9 5 20 Science 2 8 6 12 26 3 11 10 6 27

First Second Third TOTAL

(The following questions will be in the format SA= Strongly Agree A=Agree U=Undecided D=Disagree SD=Strongly Disagree) 2. You think you are good at math. SD 1st 2nd 3rd TOTAL 7 2 4 13 D 4 0 1 5 U 15 7 10 32 A 4 10 6 20 SA 3 6 3 12

3. You enjoy doing math. SD 1st 2nd 3rd TOTAL 7 2 2 11

D 7 6 8 21

U 8 10 9 27

A 3 5 3 11

SA 2 2 2 6

4. You enjoy learning in general (doesn't have to be in school) SD D U 1st 2nd 3rd TOTAL 0 0 1 1 1 1 0 2 6 4 9 19

A 7 3 5 15

SA 13 17 9 39

5. You enjoy going to school to learn. SD D 1st 2nd 3rd TOTAL 3 2 3 8 4 3 2 9

U 11 5 10 26

A 6 8 4 18

SA 3 7 5 15

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6. You enjoy going to school to see friends. SD D 1st 2nd 3rd TOTAL 0 0 1 1 2 0 0 2 5 3 3 11

U 3 5 2 10

A 17 17 18 52

SA

The end survey on March 28 differed from the first in that four of the questions were open-ended, meaning the students could write whatever they wanted. The data was hard to assess at first, because not all of the students answered every question. I decided to put my raw data into pie charts through excel so I could get a better perspective on what trends are emerging. The survey revealed that many of my students were interested in being active and working with their hands (figure 4). When asked to pick their favorite class, most students responded with PE, dance, art, auto shop, or wood shop. This information was useful to me, because I could focus on making my curriculum more relevant to their learning: hands-on activities will greatly benefit most of my students. Figure 4

students' favorite class

PE/Dance

Language Arts

Wood shop/Auto shop

Science

Math

Art

None

Seminary

Other

In my survey, I also asked how students felt they were doing in school. I was mildly surprised by the results, more than half of my students felt they were doing well or great (figure 5). The reason why I was surprised was because at the time of the survey, more than half of my students were at a D or an F in my class.

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Figure 5

How students feel they are doing in school

Great

Well

OK

Could do better

In the next question of my survey, I was interested to learn what my students liked about math, generally speaking. Many students responded with nothing or I dont know, which showed me that I had yet to find a way to make math more relevant to them personally. I feel that once math becomes relevant, students start to like it more, and they can name something they like about math. Almost a quarter of my students said they enjoy math when it is geometry, when it deals with shapes and pictures (see figure 6). This helped me see that I needed to continue to adapt my curriculum to help my visual learners as well as my kinesthetic learners. Figure 6

What students like about math (in general)

Calculating numbers/helps with problems

Don't know

Geometry/shapes

I'm good at it

It's fun to learn

In the survey, after I had students focus on what they like about math, I asked them to write down one thing they liked about my class, or how I taught. (Yes, I was looking for some

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positive feedback, I needed to know what the students thought I was doing well). See the results in Figure 7. I was surprised to see that many students responded with I like your class because we learn cool things. I had been trying to diversify my curriculum so that we learned about many things in other subjects that related to the topic on hand. I wasnt sure if students liked that, because their attitudes/participation didnt seem to change when I did a cross-curriculum lesson. Looking at the results from the survey, however, leads me to conclude that they did enjoy these types of lessons. Figure 7

What students like about my class

Daily assignments People/friends Bingo/Games

Easy Extra Credit for Hall Passes Learn cool things

Treats for participation It's fun other

My last survey question was geared towards figuring out what my students felt could go better in my class. Many students responded with answers along the lines of the loud kids need to stop talking so much, or, my classmates need to do a better job of doing what theyre supposed to do. This showed me that many students recognized that some of their peers behavior was not acceptable (see figure 8). I used this information to help students hold each other accountable for their behavior, rather than having me to always enforce the rules.

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Eventually, I could change my classroom management plan so that students have the responsibility of holding each other accountable. Figure 8

What students think could be better about my class

Fewer seating arrangements Teacher could be less strict Other

More games Students need to behave better

More freedom Fewer assignments

Another piece of data I monitored is my students grades in math throughout the year. I selected eleven specific students because of their tendency to act out in class. I was curious to see if the change in the classroom management plan affected their performance in the classroom. For confidentiality, I gave each student a number, 1-11. See Figure 9. Figure 9 Student Quarter 1 1 2 3 4 5 6 7 8 9 10 11 DD B N/A BB F N/A C A B-

Quarter 2 F F C B C C C C+ B B A-

Quarter 3 DDC D CD D D D+ AC

Quarter 4 (1 week) AD D+ DD F F F D+ B F

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There are a couple of students I would like to highlight from several journal entries that will provide insight into why their progression may be positive or negative. I would like to begin with Student 1. See Figures 10 and 11: Figure 10 (March 4) Student 1 continues to be disengaged and refuses to show up prepared. When I ask him to work, he tells me that he doesnt care. Since he has two other teachers who also have him every day, I decided to talk to his English teacher to find out if he is the same way in her class. She said yes. She also said that she called his mother about his behavior, and his mom has no idea what to do to motivate him. He loves wood shop, but when it comes to core classes, he feels like a failure. In fact, yesterday morning, he was crying in the kitchen because he really did not want to come to school. Im glad I found this out, because I feel like now I know a little bit more, I can take the appropriate steps to help him out. Figure 11 (March 28) After trying several intervention techniques on Student 1, Im happy to say he is starting off fourth quarter with the right attitude. He worked really hard to do the required work so I wouldnt have to fail him for third quarter. I was scared that once he got his D, he would go back to his old ways of being disengaged again, since its a new quarter. Im happy to say that its not the case! He has shown almost a complete 180degree turn in attitude, work ethic, and participation. Its been wonderful. He aced the Geometry unit test with 103%. Thats insane.

I feel that any additional insight from parents can help me understand my students better, and how to help them succeed in the classroom. This particular student clearly needed some

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emotional empowerment, so I focused on building up his self-confidence and self-esteem. I know that not everyone wants to learn math. However, if I show students that I care about them as people, they try harder and do better. I also want to mention two other students, Student 11 and Student 6. These two pretty much broke my heart. Starting off, they were doing fairly well, but you can see a general trend of declining grades (Figure 6). These two students are promising, bright, and talented. Peer pressure, however, got the better of them. See Figures 12, 13, and 14. Figure 12 (March 18) While I was in the hallway during the transition period between 2nd and 3rd period, Student 6 attacked a girl in my classroom and choked her. I did not see this, as I was out in the hallway like I have been instructed to be. She ran out of the classroom and refused to talk to me. I approached her friends to ask what happened, and they told me that Student 6 choked her. They also said that he was only joking. I confronted Student 6 and asked him what happened. He said he was joking. I asked her friends where she went, and it ended up she went to the office. Soon after, a cop came up to question the Student 6. The cops discovered marijuana in his backpack. He was already here on a special permit, so he might not be coming back. Figure 13 (March 20) Two of my students approached me after class, and they were scared and teary-eyed. I asked them what was wrong, and Student 11 (Student 6s best friend) had threatened them because they snitched on Student 6. He told them that he knows people, and they better watch their backs. I told them to tell the officer in the office, because everyone should feel safe to go to school, and they did. Student 11 is in detention, and will not be coming to school tomorrow.

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Figure 14 (March 21) Student 11 showed up to school anyway. The two students who had reported him were in hysterics. Thankfully we had SAGE testing that day, so we were combined with the other two classes. The English teacher (who is more experienced) knew what to do. She calmed the two students down, while I escorted Student 11 to the office. Since it was a long walk, I asked him what happened. We had a pretty good conversation, but Im afraid hes too caught up in the marijuana scene, and as far as I can tell, I wont be seeing him or Student 6 again. Was there something I missed? Was there something I could have done to prevent this?

After much reflection, I have to remember that even if I were the most experienced, best teacher ever, students still have their agency. They have the right to make bad decisions if they choose to make them. As a teacher, there is only so much I can do to help students make good decisions. If my students make poor decisions which threaten the safety of other students, it is my duty to follow the correct procedures to quickly rectify the problem. Strengths and Weaknesses The data was strong and triangulated so that I could make valid conclusions about specific students, their progress, and which areas I should focus on in empowering them. One of the weaknesses of this project is that although I felt I could make conclusions about my students, it would have been better if I got first-hand information, if my students were willing to give it. Actual interviews with students would have been very insightful and more effective to help me find out what my students are thinking, and how to help them feel empowered in a specific area. Also, twelve weeks was not nearly enough time for me to find ways to empower my students. It takes me time to figure out which area I should focus on with each student, and self-esteem, for

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example, is not built in a day. It grows in small increments over time. Next year when I get to be with my students all year, I look forward to seeing the changes that occur from the beginning of the year to the end of the year. How Findings Will Influence Future Teaching First and foremost, I need to be patient as I gain more experience! Experience comes with time, but I feel that each day can be much more insightful and valuable if I reflect on that experience. I have found that with time it was easier for me to quickly assess my students who were acting out, and figure out ways I could stop the conflict, and how I could start empowering that particular student immediately. Also, each student is an individual who reacts differently to various interventions. I need to build rapport with my students so that I know the best way to approach a situation: do I quickly talk to them one-on-one, or should I pull them out into the hall? Or should I talk to them after class? Etc. As I gain more experience, I know I will be able to empower students more effectively. Second, I will make sure to have a strict, structured classroom management plan in place starting on the first day of school. This is essential, especially if I want to create an environment that allows students to feel empowered socially: I need a safe environment where everyone feels respected and valued. This also sets up preventative measures so that if an episode happens, students know what is expected and what steps will take place. Third, in order to help my students feel empowered, I need to have the knowledge and resources available. If I wish to help a student feel empowered through learning, I need to remember the various learner types so that I can reach all of my students. I have to continually research, reflect, and learn different ways that I can help every student feel like they can succeed

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in my classroom. I also need to continue to find ways to relate to my students so that I can have a strong rapport so we have mutual respect for one another.

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References
Bluestein, J. (2011). What's so hard about win-win? Educational Leadership, 69, 30-34. Heller, D. (2012). Taoist lessons for educational leaders: Gentle pathways to resolving conflicts. PA: Rowman & Littlefield Education. Moore, P. (1999). When persuasion fails: coping with power struggles. Technical Communication: Journal of the Society for Technical Communication, 46, 351-59. Tauber, R. (1981). Power struggles: techniques to defuse them. NASSP Bulletin, 65, 53-58. Taylor-Cox, J. (2011). Solving behavior problems in math class: Academic, learning, social, and emotional empowerment. New York: Eye on Education.