>> TEACHING CAN BE AN INCREDIBLY REWARDING CAREER ESPECIALLY IF
YOU HAVE AN ATTENTIVE AND DEDICATED STUDENT BUT SOMETIMES
STUDENTS CAN BE DISRUPTIVE IN CLASS AND IN THIS CHARGED
ENVIRONMENT, IT CAN BE DIFFICULT TO KNOW HOW TO PROPERLY DEAL
WITH THEM.
CAROLEE MCGRATH SAT DOWN WITH JACQUELINE WILLIAMS-HINES TWO OF
HER GRADUATE STUDENTS TO TALK ABOUT THE CHALLENGES AND REWARDS
OF WORKING WITH KIDS IN THE CLASSROOM.
>> IN OUR EDUCATION PROGRAMS, STUDENTS THAT ARE COMING, TO
BECOME TEACHERS, THEY WANT TO GET THEIR INITIAL LICENSE AND
ADVANCE TO THEIR PROFESSIONAL LICENSE, THEY COME TO THE
UNIVERSITY AND THEY HAVE TO TAKE A CERTAIN NUMBER OF COURSES, ONE
IS CALLED MANAGING CHALLENGING BEHAVIORS, SO THAT COURSE IS
INTENDED TO HOPEFULLY GIVE THE STUDENTS THE SKILLS NECESSARY TO
HANDLE DIFFERENT TYPES OF BEHAVIOR ISSUES THAT COULD OCCUR
IN THEIR CLASSROOMS WHEN THEY LEAVE.
>> DO YOU THINK THAT WE HAVE MORE CHALLENGING BEHAVIORS NOW,
I MEAN, LOOKING BACK AT YOUR CAREER, THAN, I DON'T KNOW, 20
OR 30 YEARS AGO?
>> PERSONALLY I DO.
I FEEL THE STUDENTS ARE COMING INTO THE CLASSROOM WITH MANY
MORE ISSUES -- A WHOLE BUNCH OF ISSUES THAT ARE OCCURRING.
MENTAL HEALTH ISSUES.
BEHAVIORAL ISSUES.
THERE IS TRAUMA IN THEIR HOME SO THAT'S COMING INTO OUR
CLASSROOMS.
THE ISSUE OF POVERTY IS IMPACTING OUR CLASSROOMS SO AS
TEACHERS WE HAVE TO WEAR MANY HATS AND HANDLE MANY ISSUES.
>> YOU HAVE MANY, MANY DIFFERENT FACETS OF YOUR JOB THAT MAKE IT
REALLY DIFFICULT, OBVIOUSLY, THOUGH, BRENDA, YOU LOVE IT,
RIGHT?
>> I LOVE IT.
>> SO YOU'RE A TEACHER AND YOU'RE ALSO COMPLETING YOUR
MASTERS DEGREE PROGRAM.
TELL ME SOME THINGS THAT HAVE BEEN CHALLENGING FOUR AS YOU'RE
TRYING TO TEACH DURING THE DAY, MAYBE READING OR MATH?
>> I WOULD SAY SPEAKING OF BEHAVIORS PARTICULARLY,
DEFINITELY I AGREE WITH DR.
HICKS THAT WE'VE DEFINITELY SEEN MORE BEHAVIORS COMING IN AND NOT
JUST YOUR TYPICAL, YOU KNOW, I'M NOT PAYING ATTENTION OR
LISTENING OR NOT COMPLETING MY WORK, THERE IS A LOT MORE THAT
WE'RE SEEING THAT REALLY WE HAVEN'T SEEN BEFORE.
BEHAVIORS THAT ARE DISRUPTING OTHER STUDENTS.
PERHAPS BEHAVIORS THAT COULD POTENTIALLY BE HARMFUL TO THE
CHILD THEMSELVES.
OTHERS.
OTHER STAFF.
AND SO IT DEFINITELY IS CHALLENGING SEEING THAT.
I WOULD SAY ONE OF THE MOST DIFFICULT PARTS OF THAT PIECE
IS, TRYING TO FIGURE OUT WHY THAT'S HAPPENING.
WHAT IS THE UNDERLYING ISSUE FOR THAT BEHAVIOR.
WHEN WE SEE A BEHAVIOR LIKE THAT, WE HAVE TO NOT TAKE IT
PERSONALLY.
THIS CHILD NEEDS SUPPORT.
THEY ARE CRYING OUT FOR HELP.
WHAT IS UNDERNEATH THAT BEHAVIOR, BECAUSE THAT'S JUST
WHAT THEY ARE ACTING OUT.
THIS IS HOW THEY ARE DEFLECTING WHATEVER IT IS.
SO I WOULD SAY THAT'S PROBABLY THE MOST CHALLENGING PART, IS TO
FIGURE OUT HOW CAN I BEST SUPPORT THIS CHILD, BECAUSE
RIGHT NOW, THIS IS THE PRIORITY FOR THIS STUDENT.
>> YOU WERE BORN TO BE A TEACHER?
I HAVE TO IMAGINE THAT HAS TO BE SO HARD TO KEEP YOUR COOL.
YOU HAVE A KID WHO IS JUST HAVING A MELTDOWN IN THE CLASS
AND THERE ARE 24 OTHER KIDS AN YOU'RE TRYING TO DO A LESSON AND
THESE 24 OTHER KIDS DESERVE TO HAVE THEIR LESSON SO THEY CAN GO
TO RECESS.
HOW DO YOU MAINTAIN THAT PROFESSIONALISM.
AND LOVE THESE STUDENTS TO GET TO THE BOTTOM OF IT.
>> YOU HAVE TO BREATHE.
DEFINITELY HAVE TO BREATHE AND YOU HAVE TO HAVE A LOVE FOR WHAT
YOU'RE DOING.
BECAUSE NOT ONLY ARE YOU EDUCATING WHEN IT COMES TO MATH
AND SCIENCE.
THE CORE SUBJECTS, BUT I FEEL THAT HUGE PIECE, TOO, IS
EDUCATING CHILDREN ON HOW TO COPE, OR HOW TO BEHAVE
APPROPRIATELY.
THOSE ARE SKILLS THAT I FEEL THAT THEY MAY NOT BE RECEIVING
AT HOME.
DUE TO WHATEVER.
WHETHER IT'S, YOU KNOW, A SPLIT HOUSEHOLD OR PARENTS BOTH
WORKING FULL TIME.
THERE IS A LOT GOING ON THAT WASN'T THERE OR STATUS QUO 30
YEARS AGO, SO I FEEL LIKE, NOW IT'S PART OF OUR JOB TO INSTILL
THAT IN THEM.
SO REALLY, JUST BREATHING, BEING PATIENT.
NOT TAKING IT PERSONALLY.
THEY ARE NOT PERSONALLY ATTACKING MYSELF OR OTHER
TEACHER.
IT'S REALLY THEIR CRY FOR, I NEED HELP, I DON'T KNOW WHAT
ELSE TO DO. AND HOPEFULLY WITH THE SUPPORT
OF OTHER STAFF IN THE SCHOOL AND OTHER PROFESSIONALS, WE'RE ABLE
TO PROVIDE THESE STUDENTS WITH WHAT THEY NEED.
>> CHRISTINA, WOULD YOU AGREE WITH THAT?
>> I WOULD LIKE TO BUILD ON THAT.
FOR ME, WHEN IT COMES TO MANAGING CHALLENGING BEHAVIORS,
THE THING THAT'S BEEN THE MOST HELPFUL IS ESTABLISHING THOSE
RELATIONSHIPS WITH THE STUDENTS, FAMILIES, AND WITH YOU KNOW,
OTHER SUPPORT STAFF IN THE BUILDING.
EVEN JUST A SIMPLE CHECK-IN EVERY SINGLE MORNING WITH
STUDENTS THAT YOU KNOW ARE STRUGGLING WITH THESE PARTICULAR
ISSUES, LETTING THEM KNOW THAT YOU CARE AND THAT YOU'RE THERE
FOR THEM.
EVEN IF THEY DO HAVE THESE BEHAVIORS IN THE CLASSROOM, THEY
CAN ALWAYS COME BACK AND START FRESH THE NEXT DAY.
>> CLEAN SLATE.
FOR ME, IT'S A LOT OF BEING PROACTIVE.
SO JUST SETTING THOSE CLEAR RULES AND ROUTINES, ESTABLISHING
THAT RIGHT FROM DAY ONE, AND REALLY FOLLOWING THROUGH AS A
TEACHER ON THE EXPECTATIONS THAT YOU PUT ON YOUR STUDENTS, AND
THEN, YOU KNOW, THINGS JUST RUN MORE SMOOTHLY AND IF SOMEONE
DOES HAVE A VIOLENT OR, SOMETIMES THE OUTBURSTS THEY DO
GET ARE PRETTY BIG, JUST REALLY DE-ESCALATING, BEING THERE FOR
THEM AND TALKING ABOUT IT AFTERWARDS
A LOT OF TIMES YOU WILL FIND THAT THOSE STUDENTS ARE VERY
REMORSEFUL AFTER IT HAPPENS, AND IT'S NOT SOMETHING THAT THEY
WANT TO DO.
THEY DON'T WANT TO BE BAD.
IT'S SOMETHING THAT THEY CAN'T CONTROL.
>> WHAT HAPPENS NOW IF THERE IS A KID WHO DOES ACT OUT VIOLENTLY
IN CLASS, LET'S SAY SOMEBODY IS THROWING SOMETHING AND CLEARLY
THE KID IS HAVING A BAD DAY AND YOU HAVE COMPASSION WHAT DO YOU
DO WITH THE REST OF THE CLASS?
>> EVERY SCHOOL HAS THEIR OWN PROCEDURES TO HANDLE THOSE
SITUATIONS, BUT MORE OFTEN THAN NOT, WHAT DISTRICTS ARE DOING
AND INDIVIDUAL SCHOOLS ARE DOING, IS SOMETHING THAT WASN'T
DONE IN THE PAST, WHERE, IN THE PAST, WE WOULD TRY AND REMOVE
THE CHILD THAT WAS HAVING PROBLEMS.
NOW WE'RE REMOVING THE 24 STUDENTS THAT YOU SAID THAT ARE
NOT INVOLVED IN THE OUTBURST, REMOVE THEM TO A SAFE AREA, AND
THEN LET THAT CHILD GET OUT WHAT HE OR SHE IS FEELING AT THAT
MOMENT, BRING IN OUTSIDE HELP, COUNSELORS, OT, WHATEVER IT
MIGHT BE.
SERVICES THAT THEY NEED AT THAT MOMENT, IN THAT CLASSROOM, BUT
REMOVING THE REST OF THE STUDENTS SO THAT NO ONE IS PUT
IN HARM'S WAY.
>> I'M SURE PEOPLE WANT TO BE COMPASSIONATE BUT IF I'M THE
PARENT OF THE 24 THAT HAS TO BE MOVED AND IT DOESN'T JUST HAPPEN
ONCE BUT MAYBE THIS IS A REPEAT SITUATION, I'M GOING TO BE A
LITTLE ANNOYED, LISTEN, ISN'T THERE ANYTHING ELSE THAT YOU CAN
DO?
HOW DO YOU HELP OTHER PARENTS UNDERSTAND, YOU KNOW, THE RULES
IN YOUR CLASSROOM AND HOW YOU'RE HANDLING THINGS, LIKE HOW DO YOU
DO THAT IF YOU GET A CALL FROM AN ANGRY MOM OR DAD?
>> PARENTS DEFINITELY FIND IT CHALLENGING TO HEAR THAT.
HOWEVER, WE'RE DOING THE BEST WE CAN TO KEEP EVERYONE SAFE, IN
THE EVENT THAT STUDENTS DO NEED TO BE REMOVED, THINGS ARE PUT
INTO PLACE.
IT'S NOT SOMETHING WE HAVEN'T ALREADY PRACTICED, AND BELIEF IT
OR NOT, IT ACTUALLY DOESN'T TAKE AS LONG AS YOU WOULD THINK.
I THINK ONCE THE CLASS IS REMOVED AND THAT STUDENT IS IN
THERE AND WE HAVE OTHER INTERVENTIONAL EXPERTS COME IN,
THEY ARE REALLY ABLE TO CALM THEMSELVES DOWN A LOT OF TIMES.
THEY ARE REMORSEFUL.
THEY ARE ABLE TO TALK A LITTLE BIT ABOUT IT.
AND THEY ARE ABLE TO CONTINUE TO GET ON WITH THEIR DAY AND THAT
STUDENT CAN ALSO CONTINUE BEING PART OF THE CLASSROOM AS WELL.