Week 3 of Practicum #2

Thank goodness for wonderful friends and colleagues (you know who you are). I truly understand the importance of collaborative professional practice in the sharing of ideas and experiences and thanks to the support and encouragement of some incredible TCs, I've taken this weekend to breathe deeply, regroup and prepare for the challenges of this coming week.

My class is large and diverse. We have ten students with IEPs, two with assistive technologies and one with possible Asperger Syndrome. In addition, we have a student who is violent and unpredictable. This particular boy causes infinite unhappiness and disruptions in the class and it has been steadily increasing since my arrival.

At the beginning of practicum, I noticed that he liked to point scissors at people. I have witnessed him sneaking pencils and erasers out of people's desks, only to calmly replace the stolen item after enjoying watching the proprietors madly scramble in their search. He has taken to insidiously bullying a girl of mixed race, whispering 'I hate you' as he walks by, and purposely elbowed her at one point, claiming it was an accident. I caught him drawing swastikas on his textbook and Thursday he choked a boy so badly that a large, red mark was visible on the child's neck the next day. Sometimes I am in the middle of teaching a lesson at the front of the class and there he is, standing right beside me for no apparent reason. I ask him to sit down and he shrugs, waits a bit and then slowly finds his way back to his desk.

My AT is a tall, athletic man to whom it was made clear that his skills and competence as a teacher were the reasons for placing so many students with challenges in his class. I was shocked when he revealed to me that this boy's actions had him practically in tears last week. My AT has reached his breaking point.

Together, we sat and recorded, to the best to our ability, everything pertaining to this boy: the number of times we spoke with him in the hallway, kept him after school, made him apologize, had him write lines, and how many times my AT phoned his parents and asked for interviews. This child's foul language, rude jokes, misogynistic comments and racial jokes are ceaseless and his defacement of other students' work a clear wake-up call that all is not right.

It may seem strange that I am writing solely about one student but it is really hard to explain how the actions of one simple child can affect every person, every activity and every thought in the classroom. My AT is beginning the process of accumulating evidence for possible transfer of this child to a behavioural class and without a doubt the biggest obstacle will be the parents. They are wealthy and influential. My AT is looking to me as a witness with the professional detachment to back him up.

In short, I believe that every child is entitled to an education in a safe and inclusive learning environment where they have the right to learn, grow and participate without the interference of other children. Safety is a precondition for learning and consists of both emotional and a physical components. My vision for teaching has always been my belief in the establishment of a respectful, appreciative and loving classroom where students can feel free to be themselves, take risks and look forward to coming to school. At this time, after countless attempts and a variety of strategies, I cannot see a future for this child in this classroom.

Though we strive to assist each student, reach out to them, make accommodations, implement differentiated instruction and provide infinite positive encouragement and support, sometimes an intervention is required. I feel bad for all the other students. This is what it comes down to. The child is unable to meet the behavioural expectations of our classroom.

To leave on a positive note, I can't think of a more extreme example of a class management issue than this, and will always treasure this experience in how it has offered me the chance to implement multiple disciplinary tactics, test my levels of patience and get me thinking and analysing on my toes. For a not-so-tall girl with a soft voice, I'm developing my presence in class and training myself to use words efficiently and directly. I will continue to refer back to this practicum for a long time and if I ever encounter another child like this, I will watch for the warning signs and take action before it escalates. I will be prepared.