Abigail Pelletier

EDU 401
Dean
Case #1/RIDE Analysis
6/3/14

RIDE Analysis-Case Study #1
REFLECTION:
It is important for teachers to have high quality relationships with their students, because
it contributes to a happier and healthier school climate. Also, teachers have a direct
impact on how students view school and learning, so if they facilitate these types of
relationships they will ultimately be contributing to more positive learning environments.
In doing this students learn to establish trust with their teachers, which is very important.
I think that some contributing factors include promoting a pro-social and inclusive
environment where all students are welcomed and valued. There are four important
things to consider when trying to establish a high-quality relationship; teacher-provided
attunement, relatedness, supportiveness and gentle discipline. In adolescence (12-18
years), social relationships are the most important psychological need and Mr. Cooper
can try to encourage positive student interactions through understanding how he can
incorporate these needs into his classroom. Some ideas, such as group work, allowing
students to work together on projects, classroom-wide discussions, etc. can contribute to
this effort. Understanding the importance of social relationships at this age can help him
to remember to closely monitor what is going on in the classroom between students and
to ensure he is promoting an anti-bullying climate as well.
Information on moral reasoning can be used by Mr. Cooper to help him to better
understand how his students may be feeling and reacting to situations, and he can also
establish what is acceptable behavior in his classroom. If his students have a clear
Abigail Pelletier
EDU 401
Dean
Case #1/RIDE Analysis
6/3/14

understanding of what is deemed right or wrong (aka moral), they will be less likely
to engage in this type of behavior. Mr. Cooper can teach his students to use logic in their
own situations, so they can make good choices and actively choose not to engage in
aggressive behaviors (verbal and physical attacks, etc.). Mr. Coopers students are acting
aggressively towards one another by writing an insulting name on the desk in order to
upset the other person and then the physical attack which lead to them both fighting. I
believe that the first boy (who wrote on the desk) was using instrumental aggression-
because he was trying to upset the other person and make him react by writing the insult.
The other boy was displaying hostile aggression-he was reacting to hurt the other boy
because of the insult.
INFORMATION GATHERING:
In order to gain more useful information and better understand what is going on, I would
first separate the two, and then I would have them removed from the classroom so they
could calm down, and then be talked to individually to find out what was going on. I
would need to show the other students that violence will not be tolerated, and try to instill
some measures to ensure that I reduce the likelihood of this reoccurring. One step could
be to ask other students what was going on, and see if they have any insight on what
could have caused this to happen. In a more direct approach, talking to the two students
individually to find out more information would be extremely helpful. Brainstorming
with the class to see if they have the skills to deal with their frustrations, anger, bullying,
etc. would allow the teacher to see if more social skills should be incorporated into the
Abigail Pelletier
EDU 401
Dean
Case #1/RIDE Analysis
6/3/14

classroom and refreshed daily for students. As teachers, we are not just there to teach
academics, but we are also trying to teach students to be empathetic, caring individuals
who contribute positively to society.


DECISION MAKING:
I think that listening to the students about what is going on could be very helpful in
determining what and how much action should be taken. Hearing both sides of the story
and discussing possible conflict resolution strategies could be helpful. Talking to both
students about why there actions were inappropriate, and the consequences and negative
aspects that come with aggression could also benefit the situation. Asking students to
give their input on what is not working in the classroom could also be helpful (is there
too much down time, is the seating inadequate, does there need to be more
supervision?). Facilitating a pro-social environment where students are encouraged to
work together could help to reinforce positive social interactions. Keeping an eye on
groups and what is going on with students at all times could help to stop problems before
they escalate as well. Discussing the values in teamwork, anti-bullying, empathy and
reasoning could help students to better understand why they need to get along and how to
do this effectively.

Abigail Pelletier
EDU 401
Dean
Case #1/RIDE Analysis
6/3/14

EVALUATION:
Mr. Cooper should evaluate his own classroom and consider whether his classroom
management, grouping, etc. could be contributing factors to this negative behavior. Also,
he should be sure that the classroom an inclusive and positive learning environment, and
that all individuals treated fairly and equally. He should also evaluate whether or not his
students have the skills to defend themselves and others in an appropriate and effective
way (talking it out, etc.) in order to resolve their problems. Establishing a trusting
environment, where students can discuss their concerns and feel free to talk out their
problems is key. Encouraging students to be supportive of one another, use sound
reasoning and work together could help to create a pro-social environment that is
encouraging for everyone.