A CASE STUDY O F A GRADE TWO BOY WITH EMOTIONAL

PROBLEMS: TEACHING STRATEGIES

AND COPING S T R A T E G I E S

C a r o l e Dobson

B. A., U n i v e r s i t y of A l b e r t a , 1968

A T H E S I S SUBMITTED I N PARTIAL FULFILLMENT O F

THE REQUIREMENTS FOR THE DEGREE O F

MASTER OF ARTS (EDUCATION)

i n the Faculty

0f

Education

@ Carole Dobson 1981

SIMON FRASER U N I V E R S I T Y

August, 1981

A l l r i g h t s reserved. T h i s t h e s i s m a y n o t be
reproduced i n w h o l e o r i n p a r t , by photocopy
or o t h e r m e a n s , w i t h o u t p e r m i s s i o n of t h e a u t h o r .
 APPROVAL

Name : Carole Dobson

Degree : Master of A r t s (Education)

T i t l e of Thesis: A Case Study of a Grade Two Boy with

Emotional Problems: Teaching S t r a t e g i e s
and Coping S t r a t e g i e s

Examining Committee

Chai man : J . Kendall

S , Wassermann
Senior Supervisor

M. Manley-Casimir
Associate Professor

D r . ~ n n e l i e s eM. Robens
4047 West 1 8 t h Avenue
Vancouver, B. C .
E x t e r n a l Examiner

Date approved August 7 , 1981

 PARTIAL COPYRIGHT LICENSE

I hereby g r a n t t o Simon F r a s e r U n i v e r s i t y t h e r i g h t t o lend

my t h e s i s , p r o j e c t o r extended essay ( t h e t i t l e o f which i s shown below)
t o u s e r s o f t h e Simon F r a s e r U n i v e r s i t y L i b r a r y , and t o make p a r t i a l o r
s i n g l e c o p i e s o n l y f o r such u s e r s o r i n response t o a r e q u e s t from t h e
l i b r a r y o f any o t h e r u n i v e r s i t y , o r o t h e r e d u c a t i o n a l i n s t i t u t i o n , on
i t s own b e h a l f o r f o r one o f i t s users. I f u r t h e r agree t h a t p e r m i s s i o n
f o r m u l t i p l e c o p y i n g o f t h i s work f o r s c h o l a r l y purposes may be g r a n t e d
by me o r t h e Dean o f Graduate S t u d i e s . I t i s understood t h a t c o p y i n g
o r p u b l i c a t i o n o f t h i s work f o r f i n a n c i a l g a i n s h a l l n o t be a l l o w e d
w i t h o u t my w r i t t e n p e r m i s s i o n .

T i t l e o f Thes i s / P r o j e c t / E x t e n d e d Essay

a Case Study of a Grade Two Bov w i t b Emotional Problems:

Teaching S t r a t e g i e s and Copinq S t r a t e q 2 e s

Author:
(signature)

Carole Dobson

( name

-.
(date)
 ABSTRACT

A CASE STUDY OF A GRADE TWO BOY WITH EMOTIONAL

PROBLEMS: TEACHING STRATEGIES
AND COPING STRATEGIES

The purpose of this study was to demonstrate by a case study

approach, how certain teaching strategies were applied by a teacher

in a regular primary classroom to a selected Grade Two student with

emotional problems, and what coping strategies were employed by the

teacher in the process.

The teaching strategies used in the investigation were adapted

from Raths' theory of emotional needs and Carkhuff's model of helping

relationships. By applying the techniques of the case study approach,

this study demonstrated the application of educational theory to

classroom practice. The anecdotal records maintained during the

course of the study also revealed the coping strategies used by the

teacher in managing her own feelings.

The student was chosen on the basis of teacher reports (both

verbal and written) of his problem behavior from previous years and

on the basis of information gathered about him early in the year of

the study chiefly with respect to his observed behavior in the

classroom, his observed behavior on the playground, and the degree ,

to which he became involved in classroom activities. He was reported

and observed to be belligerent with students and rude to teachers

outside the classroom. Inside the classroom, he interrupted group

iii
gatherings, disturbed children's learning by punching or kicking them,

and seldom became involved in curricular activities.

As suggested by Raths, data were gathered about the

subject's behavior, upon which a working hypothesis was based. This

hypothesis directed the nature of the teaching objectives which guided

the formulation of teaching strategies.

The behavioral data were collected in the first four months

of the school term. Teaching strategies were planned in accordance

with the guidelines suggested in the Raths' emotional needs theory.

The helping strategies which became an integral part of the teaching

strategies were modelled after Carkhuff's theory of helping rela-

tionships. Both the teaching strategies and the helping strategies

were employed for the period from January to June. Daily

anecdotal records were kept of the student's behavior, the application

of the teaching and helping strategies, and the coping strategies

which the teacher used to manage her feelings in the process. These

records provided feedback for the teacher's professional perspective

in the teaching and helping relationship and provided material for

the teacher's self-examination and introspection in the process.

.
Pre and post data were collected by using the Teacher Rating

Scales, interviewing with teachers and principals who knew the subject

well during the previous year and the current year, conferencing with

the subject's parents, observing children's attitude toward the

subject, and observing the subject's behavior inside the classroom

situation.
iv
 The f i n d i n g s r e v e a l e d t h a t t h e s u b j e c t ' s a g g r e s s i v e behavior

diminished i n frequency and i n t e n s i t y . The s u b j e c t was p e r c e i v e d t o

make more p o s i t i v e c o n t a c t s with h i s p e e r s i n and o u t of t h e classroom,

and i n g e n e r a l appeared t o have more c o n t r o l of h i s behavior. He was

seen t o be a b l e t o pay more a t t e n t i o n t o h i s c u r r i c u l a r t a s k s and t o

i n t e r f e r e l e s s w i t h t h e l e a r n i n g of t h e o t h e r c h i l d r e n i n t h e c l a s s -

room.

Other f i n d i n g s r e l a t e d t o t h e coping s t r a t e g i e s employed by

t h e teacher. These i n c l u d e d t h e continued s e l f - s c r u t i n y of p e r s o n a l

behavior and t h e i n c r e a s e d understanding of u n d e r l y i n g f e e l i n g s .

 TABLE OF CONTENTS
Page
APPROVALPAGE ........................ ii

ABSTRACT ........................... iii

Chapter

I . ......................
INTRODUCTION 1

The Purpose of the study . . . . . . . . . . . . . . 6

Definition of Terms . . . . . . . . . . . . . . . . . 8

Basic Assumptions . . . . . . . . . . . . . . . . . . 10

Delimitations . . . . . . . . . . . . . . . . . . . . 11

I1. REVIEWOFTHE LITERATURE . . . . . . . . . . . . . . . 13

Emotionally Disturbed Students in Our Schools . . . .

Self-Concept and Emotional Problems . . . . . . . . .

Self-concept and School Success . . . . . . . . . .

The Relationship to Self is the Core

Relationship in Life ...............

Self-concept is Resistant to Change . . . . . . . .

The Self-Concept may Change under Favorable

Conditions ....................
The Role of the Significant Other in

Promoting Change in Self-concept .........

The Teacher and Development of Student Self-Concept .

Raths' Theory of Emotional Needs . . . . . . . . . .

Carkhuff's Theory of Helping Relationships . . . . .

Implications for the "Helper" Teacher . . . . . . . . .

vi
Chapter Page

I11 . PROCEDURE ....................... 46

C r i t e r i a f o r S e l e c t i o n of t h e S u b j e c t . . . . . . . . 47

David .I n i t i a l D e s c r i p t i o n . . . . . . . . . . . . . 48

P r e v i o u s School D i f f i c u l t i e s . . . . . . . . . . . 50

Assessment of t h e S u b j e c t w i t h Respect t o

the Selection Criteria .............. 53

The S u b j e c t ' s Behavior I n t e r f e r e d w i t h t h e

Learning P r o c e s s of Other S t u d e n t s ........ 53

The S u b j e c t ' s Behavior S i d e t r a c k e d t h e Teacher . . 54

Family Background . . . . . . . . . . . . . . . . . . 54

Diagnosis . . . . . . . . . . . . . . . . . . . . . . 58

Diagnostic Procedures . . . . . . . . . . . . . . . 59

Raths: The C h i l d w i t h an Unmet Need f o r

S h a r i n g and S e l f - r e s p e c t ........ 62

Raths: The C h i l d w i t h an Unmet Need f o r

Belonging ................ 63

Raths: The C h i l d w i t h t h e Unmet Need f o r

...........
Love and A f f e c t i o n 65

Teaching S t r a t e g i e s . . . . . . . . . . . . . . . . . 66

Copingstrategies . . . . . . . . . . . . . . . . . . 67

The Anecdotal Records . . . . . . . . . . . . . . . . 68

The F i r s t Three-Month P e r i o d . . . . . . . . . . . . 69

J a n u a r y 3 through January 10 . . . . . . . . . . . 69

J a n u a r y 11 through January 17 . . . . . . . . . . . 80

v ii
Chapter Page

January 12 through January 1 8 ........... 81

January 19 through January 29 . . . . . . . . . . . 91

January 30 through February 5 . . . . . . . . . . . 97

February 6 through February 1 9 . . . . . . . . . . 102

February 21 through February 28 . . . . . . . . . . 107

March 1 through March 7 . . . . . . . . . . . . . . 114

March8throughMarch15 . . . . . . . . . . . . . 122

Conference w i t h David's P a r e n t s . . . . . . . . . . 134

March 16 through March 23 . . . . . . . . . . . . . 136

The id-~erm Analysis . . . . . . . . . . . . . . . . 141

Analysis of David's Behavior . . . . . . . . . . . 141

Goals f o r Interaction/Teaching S t r a t e g i e s . . . . . 143

Analysis of t h e I n t e r p r e t a t i o n . . . . . . . . . . 145

Goals f o r Future I n t e r p r e t a t i o n . . . . . . . . . . 145

Analysis of Teacher's F e e l i n g s . . . . . . . . . . 145

Goals f o r Coping S t r a t e g i e s . . . . . . . . . . . . 146

The Second Three-Month P e r i o d . . . . . . . . . . . . 147

Week of A p r i l 2 . . . . . . . . . . . . . . . . . . 147

Week of A p r i l 17 . . . . . . . . . . . . . . . . . 149

Week of A p r i l 23 . . . . . . . . . . . . . . . . . . 151

W e e k o f A p r i l 30 . . . . . . . . . . . . . . . . . 155

Week of May 7 . . . . . . . . . . . . . . . . . . . 157

WeekofMay15 . . . . . . . . . . . . . . . . . . 159

WeekofMay23 . . . . . . . . . . . . . . . . . . 163

viii
 Chapter Page

Weekof~ay29 .................. 165

WeekofJune 6 . . . . . . . . . . . . . . . . . . 168

WeekofJune13 . . . . . . . . . . . . . . . . . . 171

The L a s t Week . . . . . . . . . . . . . . . . . . . 172

I V . FINDINGS. CONCLUSIONS. IMPLICATIONS . . . . . . . . . . 175

Findings ...................... 176

F i n d i n g s R e l a t e d t o Changes i n t h e

S t u d e n t ' s Behavior ................ 178

F i n d i n g s R e l a t e d t o t h e ~ p p l i c a t i o no f

t h e Teaching S t r a t e g i e s ............. 185

Findings Related t o t h e S t r a i n on t h e Teacher . . . 190

Findings Related t o t h e A n e c d o t a l Records . . . . . 195

Conclusions ..................... 197

Implications .................... 200

Teacher's A t t i t u d e ................ 200

Class Size . . . . . . . . . . . . . . . . . . . . 201

Teaching S t y l e . . . . . . . . . . . . . . . . . . 201

Paraprofessional Staffing . . . . . . . . . . . . . 201

P l a n n i n g Time f o r T e a c h e r s . . . . . . . . . . . . 202

A d m i n i s t r a t o r s ' S u p p o r t o f t h e Teacher . . . . . . 202

I m p l i c a t i o n s f o r F u r t h e r Study . . . . . . . . . . . 203

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . 205

. APPENDIX

Teacher Rating Scale ................ 210

ix
 CHAPTER I

INTRODUCTION

This study undertook to demonstrate how certain teaching

strategies were applied by a teacher in a regular primary classroom

to a selected Grade Two student with emotional problems, and how the

teacher coped with her feelings in the process.

In a regular primary classroom, it is not unusual to find

children who behave in ways which indicate that they are burdened by

emotional problems. Their behavior may manifest patterns of

aggression, withdrawal, submission, symptoms of psychosomatic illness,

regression. Whichever of these patterns is present, the learning

atmosphere in the classroom is affected. Not only is the learning

of the emotionally troubled child made difficult and the learning of

the other students in the classroom disturbed, but also is the

teaching process for the teacher interrupted. Yet, the teacher in

all situations is charged with the responsibility to discover ways to

optimize the possibilities for learning to occur for every student in

the classroom. In a classroom situation with troubled children, this

may require planning certain teaching strategies geared toward

reducing the disruptive behavior of the emotionally burdened students.,

It may also require that teachers change some of their own behaviors

to accommodate the needs of the troubled children.

 Examining the reasons for children's emotional problems has

been the subject of much research in the field of education. Whether

the origins forchildren'sproblems are found to be either family

oriented or medically based, there appears to be one predominant

characteristic; troubled children are suffering from an acute lack of

self-esteem. Purkey describes the experience of these children in

school, "So it happens that children walk into class the first day of

school with tags that read 'Unworthy person', 'Unsafe with people',

'Physically weak', and 'Generally unwanted and unloved'" (Purkey,

1970, p. 37). Purkey cites Morgan's study to show that these

attitudes toward oneself are related to antisocial behavior and

concludes that, "It appears that there is a close relationship between

self-esteem (invisible price tags) and individual behavior" (Purkey,

1970, p. 38).

For those children who feel unworthy, incapable, lonely,

unloved, school can be a debilitating experience; they stand at the

periphery of learning. "The deprived self is so busy filling up its

wells of inadequacy that time cannot be spared for broader, richer

voyages of exploration and discovery" (Combs, Avila, and Purkey, 1971,

p. 235). Not being able to engage fully in their academic growth,

these children become the subjects of criticism and ridicule. They

may be labelled "lazy", "dumb", or "stupid" by their peers and

teachers. In time, they become locked into a downward spiral which

seriously inhibits their development, both emotionally and academ-

ically. As Purkey cites: "Rosenberg (1965) found that the lower a

student's self-regard, the more that student was upset by the

 3

negative opinions of others. Such students are highly sensitive to

the behavior of others toward them, and their feelings can remain

injured for many years" (Purkey, 1978, p. 25). Ostensibly, children's

experiences in school have a profound effect on the development of

their self-concept.

Without the intervention of appropriate teaching strategies,

students with poor self-concepts may be victimized by their

destructive behavior patterns and may thereby beaoomed. Although some

controversy exists about the depth of a teacher's involvement in a

student's emotional problems, there is little disagreement that the

teacher is responsible for the learning of all the students in the

classroom. To this extent, the teacher is responsible for the

student's emotional well-being. Raths, in outlining the responsi-

bilities of the teacher, considers the diagnosing and remediation of

learning difficulties, such as emotional disturbances, as an expected

function of the teacher (Raths, 1969, p. 25).

Teachers can, in many instances, help the child with

emotional problems. One important way they can do this is by

seeking ways to promote the building of a more positive self-concept.

By building a relationship with the child which promotes caring,

prizing,and respect, the child begins to view himself as a person

worthy of caring, prizing, and respect. As he begins to see himself

in more positive ways, his participation in the learning process

increases. As Combs acknowledges, "the effects of self-esteem upon

the success of students at every level of education have now been

documented in hundreds of researches. The evidence is clear that

 4
what s t u d e n t s b e l i e v e about themselves h a s i t s accompanying e f f e c t s

upon how w e l l they l e a r n " (Combs, A v i l a , and Purkey, 1971, p. 1 5 1 ) .

Another way t h a t t e a c h e r s can h e l p t r o u b l e d s t u d e n t s i s by

c r e a t i n g a n atmosphere i n t h e classroom which meets t h e i r emotional

needs. T h i s k i n d of classroom c o n c e n t r a t e s on p o s i t i v e i n t e r a c t i o n ,

encouragement, and f r i e n d s h i p . I n t h i s classroom atmosphere, t h e

troubled c h i l d a s well a s every o t h e r s t u d e n t has o p p o r t u n i t i e s f o r

e x p e r i e n c i n g s u c c e s s and r e c o g n i t i o n . The t e a c h e r ' s e f f e c t has been

d e s c r i b e d by Combs:

When e v e r y t h i n g i n a c h i l d ' s l i f e o u t s i d e of s c h o o l
i s t e a c h i n g him t h a t he i s u n l i k e d , unwanted, and unable,
a l o v i n g t e a c h e r , s k i l l e d i n p r o v i d i n g e x p e r i e n c e s of s u c c e s s ,
may ~ a k ea world of d i f f e r e n c e . She may n o t be a b l e t o t u r n
t h e t i d e of e v e n t s completely. I f s h e does no more t h a n
h e l p such a c h i l d keep h i s head above w a t e r , however, t h e
e f f o r t expended i s s u r e l y n o t wasted (Combs, A v i l a , and
Purkey, 1971, p. 5 9 ) .

I n o r d e r t o p r o v i d e e f f e c t i v e h e l p f o r t h e c h i l d with

e m o t i o n a l problems, t h e t e a c h e r r e q u i r e s an empathic understanding of

t h a t c h i l d and h i s h e r p e r c e p t i o n of t h e world. Purkey c a l l s t h i s

" r e a d i n g b e h a v i o r backwards . . . the p r o c e s s whereby t e a c h e r s work

t o u n d e r s t a n d what i s o c c u r r i n g i n s i d e t h e p e r c e p t u a l world of t h e

student . . . for looking beyond t h e s t u d e n t ' s o v e r t b e h a v i o r t o

i n f e r what t h a t behavior i n d i c a t e s about t h e s t u d e n t ' s i n t e r n a l

world" (Purkey, 1978, p. 4 9 ) . Being a b l e t o empathize w i t h t h e c h i l d

g i v e s t h e t e a c h e r a p e r s p e c t i v e on t h e d i r e c t i o n of h i s h e r own

i n t e r a c t i o n s and p r o v i d e s i n f o r m a t i o n which h e l p s c r e a t e a classroom

'atmosphere conducive t o l e a r n i n g f o r a l l s t u d e n t s .

I n t h e p r o c e s s of p r o v i d i n g t h e s e l e a r n i n g c o n d i t i o n s f o r a l l
children, including troubled students, l i t e r a t u r e intimates a s t r a i n

on t h e t e a c h e r . I d e , i n a t t e m p t i n g t o meet t h e emotional needs of a

t r o u b l e d c h i l d i n h i s classroom acknowledges t h a t h i s p e r s o n a l

f e e l i n g s g o t i n t h e way ( I d e , 1975, pp. 217-222). Raths s t a t e s t h a t

" a s you t r y t o meet t h e needs of a p a r t i c u l a r c h i l d , you may f i n d it

somewhat d i f f i c u l t t o change some of t h e p a t t e r n s of your own b e h a v i o r "

(Raths, 1972, p. 6 5 ) . I n h e l p i n g t r o u b l e d c h i l d r e n , it i s i m p o r t a n t

t h a t t h e i r needs come f i r s t . Carkhuff d e s c r i b e s t h e h e l p i n g p r o c e s s

a s p r i m a r i l y f o r t h e h e l p e e , and o n l y concomitantly does it i n c o r -

p o r a t e b e n e f i t s f o r t h e h e l p e r (Carkhuff, 1969, p. x i v ) . I n developing

t h e a p p r o p r i a t e s e n s i t i v i t y , Combs n o t e s t h a t t h e t e a c h e r must be

w i l l i n g t o postpone immediate s a t i s f a c t i o n s i n t h e i n t e r e s t s of

another. H e f u r t h e r s t a t e s t h a t it o f t e n " t a k e s a r e a l wrench t o

break l o o s e from o u r own p r e d e l i c t i o n s t o follow t h e t h i n k i n g and

needs of o t h e r s " (Combs, A v i l a , and Purkey, 1971, pp. 197-198)-

The e x t e n t t o which t r o u b l e d c h i l d r e n a r e helped l a r g e l y

depends on how s u c c e s s f u l l y t h e t e a c h e r handles t h e s t r e s s , how t h e

t e a c h e r m o n i t o r s h i s / h e r f e e l i n g s i n t h e p r o c e s s of h e l p i n g .

" S t u d e n t s may be f a c i l i t a t e d o r t h e y may be r e t a r d e d i n t h e i r

i n t e l l e c t u a l a s w e l l a s emotional growth, and t h e s e changes can be

accounted f o r by t h e l e v e l of t h e t e a c h e r ' s f u n c t i o n i n g on t h e

f a c i l i t a t i v e dimensions and i n d e p e n d e n t l y of h i s k n o w l e d g e a b i l i t y "

(Carkhuff and Berenson, 1967, p. 14). The important f o c u s f o r t h e

* e x h e r i s t o optimize t h e q u a l i t y of h i s / h e r i n t e r a c t i o n s w i t h

t r o u b l e d s t u d e n t s , being aware of t h e s t r e s s t h a t such a f o c u s may

have on h i m h e r , and endeavoring t o manage t h e e f f e c t of t h e s t r e s s .

 The PurDose of t h e Studv

The purpose of t h i s s t u d y was t o d e m o n s t r a t e 1) how c e r t a i n

t e a c h i n g s t r a t e g i e s were a p p l i e d by a t e a c h e r i n a r e g u l a r primary

classroom t o a s e l e c t e d Grade Two s t u d e n t with emotional problems,

and 2 ) how t h e t e a c h e r coped with h e r f e e l i n g s i n t h e p r o c e s s .

The e m o t i o n a l l y t r o u b l e d c h i l d i n t h e classroom h a s f o r some

time been t h e f o c u s of many s t u d i e s i n t h e f i e l d of e d u c a t i o n a l

psychology. These s t u d i e s have provided many t h e o r i e s which a

t e a c h e r might employ i n working w i t h such a c h i l d i n a r e g u l a r c l a s s -

room s i t u a t i o n . Two such t h e o r i e s which have been u s e f u l i n t h i s

r e g a r d a r e Louis R a t h s ' t h e o r y of emotional needs (Raths, 1972) and

Robert C a r k h u f f ' s t h e o r y of h e l p i n g r e l a t i o n s h i p s (Carkhuff, 1969).

These two t h e o r i e s have been w e l l r e s e a r c h e d and t h e numerous s t u d i e s

a v a i l a b l e p r o v i d e evidence t h a t b o t h a r e u s e f u l and a p p l i c a b l e t o

t h e t e a c h e r ' s r o l e i n t h e classroom (Aspy, 1969; I d e , 1975; Truax

and C a r k h u f f , 1967; Spaulding, 1964; Raths, 1 9 7 2 ) . However, t h e

main f o c u s of t h e r e s e a r c h h a s been of a group n a t u r e w i t h o n l y a

few s t u d i e s c o n c e n t r a t i n g on an i n d i v i d u a l c h i l d i n t h e classroom.

I t was hoped t h a t t h i s i n v e s t i g a t i o n , by c e n t e r i n g on t h e

method f o l l o w e d w i t h one p a r t i c u l a r c h i l d , u s i n g t h e t e c h n i q u e s of

t h e c a s e s t u d y approach, would p r o v i d e i n s i g h t s which a r e u n a v a i l a b l e

by a group-study approach,

C h a r a c t e r i s t i c of a c a s e s t u d y method i s t h e d e p t h t o which

t h e s u b j e c t and t h e environment a r e examined a s t h e i n v e s t i g a t o r

endeavors t o understand -
why t h e s u b j e c t a c t s t h e way he does, and

how h i s b e h a v i o r i s a f f e c t e d by h i s environment (Ary, Jacobs, and

Razavich, 1972). An a t t e m p t i s made t o u n d e r s t a n d t h e "whole" c h i l d

i n t h e t o t a l i t y of h i s environment r a t h e r t h a n merely r e c o r d i n g h i s

b e h a v i o r (Ary, Jacobs, and Razavich, 1972; Good and S c a t e s , 1954).

One common o b j e c t i o n t o t h e c a s e s t u d y method of r e s e a r c h

i s t h a t t h e p r e c o n c e p t i o n s and b e l i e f system of t h e i n v e s t i g a t o r may

d i s t o r t t h e o b s e r v a t i o n s and t h e i n t e r p r e t a t i o n s . The awareness of

t h i s weakness prompted t h e i n v e s t i g a t o r of t h i s s t u d y t o guard a g a i n s t

t h i s a s much a s p o s s i b l e . However, s h e was c e r t a i n t h a t s h e could

n o t overcome completely t h i s seemingly n a t u r a l human phenomenon.

Consequently, b i a s e s and m i s i n t e r p r e t a t i o n s were unavoidable. The

i n v e s t i g a t o r hoped, i n s p i t e of t h i s weakness, t h a t t h e i n t e n s i v e

probing of t h i s s t u d y would l e a d t o p r e v i o u s l y unsuspected d i s c o v e r i e s

i n t h e r e l a t i o n s h i p between t e a c h e r and s t u d e n t .

The i n v e s t i g a t o r ' s procedure i n v o l v e d keeping an in-depth

r e c o r d of how t h e methods were a c t u a l l y u t i l i z e d , of t h e d i f f i c u l t i e s

t h a t o c c u r r e d , how t h e y were overcome, and t h e changes t h a t had t o

be made w i t h i n h e r s e l f . By doing t h i s , h e r i n t e n t i o n was t o add a

new dimension of understanding f o r t e a c h e r s wishing t o apply t h e

Raths and Carkhuff t h e o r i e s i n t h e i r classrooms.

I t was a l s o thought t h a t t h i s i n v e s t i g a t i o n would p r o v i d e

i n s i g h t s about t h e f e e l i n g s o f t h e t e a c h e r i n t h e p r o c e s s of imple-

menting t h e s e t h e o r i e s . To d a t e , r e s e a r c h h a s focused on t h e e f f e c t s

on t h e c h i l d r e n involved i n a p p l y i n g t h e s e t h e o r i e s . The s t r a i n on

t h e t e a c h e r h a s o n l y been i n t i m a t e d b u t n o t s p e c i f i c a l l y documented.
Revealing (in detail) the teacher's feelings offrustration, excitement,

failure, and success as she "copes" may add an element of reality to

the application of the theories. The growing process for the teacher,

if detailed, may encourage more teachers to embark on the path of

helping the troubled child as part of their teacher role.

This study was intended to show how one teacher translated

Raths' and Carkhuff's theories into classroom practice. It was not

intended to be a prototype of how teachers should work with

emotionally burdened children. In the self-revealing process of this

study, other teachers may find identification and courage in their

efforts to help the troubled child in the classroom situation.

Definition of Terms

Emotional Problems

Problems which occur as a result of an individual's

perception of himself and his surroundings. These perceptions may

cause the individual to behave in ways which are extreme, persistent,

and require intervention.

Aggressive Behavior

Actions (physical and verbal) which are intended to hurt

others.

Withdrawn Behavior

Isolation from others; the individual seeks to be alone, is

a spectator rather than a participator.

Submissive Behavior
Consistently following the directions of someone else, having

little sense of one's own direction.

Symptoms of Psychosomatic Illness

Aches and pains which do not seem to have a physical cause,

but seem to appear with the pressures connected to certain activities.

The symptoms include: attacks of allergies, skin disorders, head-

aches, stomach aches, respiratory difficulties.

Regressive Behavior
Actions which indicate a reversion to more immature or

"babyish" characteristics after having already reached more mature

stages of development (thumb sucking, baby talk, whining and crying

a great deal).

Self-Concept
The perceptions and beliefs an individual has about himself. *

Needs Theory
Developed by Louis E. Raths. Eight emotional needs common

to students have been identified by Raths. Should any of these

emotional needs be unmet, certain behaviors manifest. The theory

provides that meeting these eight needs with certain teaching

strategies which focus on the development of positive self-concept,

decreases the intensity and frequency of the manifested behaviors.

* For the purpose of easy reading, either the masculine or the

feminine pronoun will be used to represent both genders.

Carkhuff ' s Theory of Helping
Relationships

A theory of helping relationships developed by Carkhuff based

on "core conditions" which are found to be necessary requisites for

the effective interaction between helper and helpee. These core

conditions are empathy, respect, and genuineness. The helper's

facility in these areas determines the degree to which the helpee is

helped .

Basic Assum~tions

1. Children with emotional problems have difficulty learning.

2. Children with emotional problems subtract from the quality of

life in the classroom; other children are affected in a variety

of ways.

3. The teacher is responsible for helping the emotionally troubled

child to learn.

4. There are ways which teachers can help children with emotional

problems to learn.

5. In the process of helping children with emotional problems to

learn, the teacher also experiences changes in himher self.

6. A case study of one child can provide information concerning a

child's growth as it is affected by the teacher's facilitative

interactions.
 Delimitations

1. This study was carried out between September, 1978 and June, 1979,

in a regular Grade Two primary classroom at William Bridge

Elementary School, Richmond, B.C., Canada.

2. The investigator was the full-time classroom teacher.

3. The teaching strategies were applied by the investigator as part

of her role as classroom teacher.

4. The nature of the teaching strategies were developed in conformity

with Raths' theory of emotional needs and Carkhuff's theory of

helping relationships.

5. Selection of the subject was based on the following criteria:

showed disruptive behavior in the classroom,

verbal reports from previous teachers regarding "problem"

behavior in and out of classroom,

comments from other teachers in the school concerning

the subject's behavior on the playground,

extent of the subject's participation in the classroom

activities as assessed by the investigator.

6. Pre and post data were collected through the investigator's

informal conversations with other teachers in the school,

through administering the Teacher's Rating Scale to two

teachers who knew the subject well, and through observations by

the investigator.

7. The teacher worked independently in applying the two theories

and in overcoming difficulties with her personal feelings.

8. Generalizations to other classrooms, other children may not be

drawn because of the limit of the sample - one teacher's inter-

actions with one student for one year.

 CHAPTER I1

REVIEW OF THE LITERATURE

This chapter consists of a review of literature pertinent to

the theoretical framework of this study. The literature review is

presented under six separate headings.

The first heading, "Emotionally Disturbed Students in our

Schools", presents findings which reveal the numbers of students with

emotional problems in our schools as well as the kinds of behaviors

commonly seen as a result of the emotional problems.

The second heading, "Self-concept and Emotional Problems",

presents findings which show a relationship between low self-concept

and emotional problems, and, self-concept and school success. This

section also discusses the qualities of the self-concept - core

reference in life, resistence to change. Also presented are the

conditions under which the self-concept is most likely to change,

and the role of the significant other in changing self-concept.

The third heading, "Teachers and the Development of Student

Self-Concept", shows the impact of the teacher in the development of

student self-concept.

The fourth heading, "Raths' Theory of Emotional Needs",

examines a practical theory for teachers to understand student

emotional needs and to provide healthful interactions.

 The f i f t h heading, "Carkhuf f I s Theory o f Helping Relation-

s h i p s " , a l s o d i s c u s s e s a p r a c t i c a l t h e o r y f o r t e a c h e r s t o develop

and a s s e s s t h e i r e f f e c t i v e "helping" i n t e r a c t i o n s w i t h s t u d e n t s .

This s e c t i o n d e s c r i b e s how t h e i n t e r r e l a t i o n s h i p between Raths'

emotional needs theory and C a r k h u f f ' s t h e o r y o f h e l p i n g r e l a t i o n s h i p s

might be employed e f f e c t i v e l y by t e a c h e r s .

The s i x t h heading, " I m p l i c a t i o n s f o r t h e 'Helper1 Teacher",

r e v e a l s some o f t h e problems experienced by " h e l p e r " t e a c h e r s .

Emotionally Disturbed S t u d e n t s
i n Our Schools

There a r e c e r t a i n c h i l d r e n i n e a c h classroom whose behavior

causes concern t o t h e t e a c h e r . Raths (1972) n o t e s t h a t s t u d i e s show

t h a t a s many a s 10%of t h e c h i l d r e n i n o w s c h o o l s f a l l i n t o t h i s

category. C i t i n g t h e f i n d i n g s o f Kaplan who summarized from 1 3

s t u d i e s t h e i n c i d e n c e o f maladjustment i n pre-school through c o l l e g e

y e a r s , Blackham (1967) r e v e a l s t h a t maladjustment v a r i e d from 16% -

50%, w i t h t h e median f o r t h e t h i r t e e n s t u d i e s t o be 25%. Whether 10%

o r 25% i s t h e s t a t i s t i c a l l y accepted f i g u r e , i t i s e v i d e n t t h a t t h e r e

e x i s t s a s t a r t l i n g number of maladjusted s t u d e n t s i n o u r schools.

A s w e l l a s being unable t o l e a r n t o t h e i r f u l l e s t , t h e s e

c h i l d r e n o f t e n p r e s e n t a problem f o r school heads, f o r t e a c h e r s , and ,

for other students. A s Blackham i n d i c a t e s : "the children i n t h i s

group a r e in c o n f l i c t w i t h themselves o r o t h e r s t o t h e e x t e n t t h a t

t h e y a r e unable t o mobilize enough o f t h e i r r e s o u r c e s t o become

productive, s a t i s f i e d learners. While t h e y a r e n o t s o ill a s t o be

considered 'severely disturbed', these children do need careful

consideration and skillful handling to prevent them from becoming

personal and academic failures" (Blackham, 1967, p. vi),

While in most cases, these children would benefit from

professional psychological help, this help is not always available.

Whether or not this help does occur, the classroom teacher is still

left with the responsibility for teaching these students. That means

that in every classroom there are students who present unusual needs

demonstrated by their behavior. "This deviant behavior has such

symptoms as resistance to learning, extreme dependence on the

teacher or classmates, resistance to classroom routine or group

living, tantrums, quarreling, fighting, stealing, lying, bragging,

bullying, crying, teasing, destructiveness, withdrawal, fear of

physical injury, truancy, school phobia, stuttering and tics"

(D'Evelyn, 1957, p. 40). These behaviors present an extra strain on

the teacher's job which, by the very nature of the teaching position,

is already complex enough.

There is some question whether the schools, in fact, should

be responsible for dealing with students who demonstrate emotional

disturbances. But as Blackham illustrates, schools do not have much

choice in the matter: "While one may question whether the school's

helping the child with problems is philosophically justified,

experience indicates that such responsibility is quite inescapable.

The child brings his problems to school with him. The aggressive
 16

c h i l d , t h e shy c h i l d , t h e c h i l d who s t r u g g l e s w i t h l i m i t e d a b i l i t y -
a l l have t o be coped with; f o r i f t h e i r problems a r e n o t considered,

t h e y can, and w i l l d i s r u p t t h e l e a r n i n g p r o c e s s " (Blackham, 1967,

p.92).

These c h i l d r e n cannot be ignored nor wished away by t h e

t e a c h e r charged w i t h t h e r e s p o n s i b i l i t y t o t e a c h them. A s Blackham

d e s c r i b e s t h e s i t u a t i o n w i t h a n a g g r e s s i v e s t u d e n t i n a classroom,

" F i r s t a g g r e s s i v e behavior d i s r u p t s t h e l e a r n i n g p r o c e s s i n t h e c l a s s -

room, p r i m a r i l y because another person i s u s u a l l y t h e o b j e c t o f t h e

aggression. Second, a g g r e s s i v e behavior produces t h r e a t t o t h e

t e a c h e r ' s e s t a b l i s h e d o r d e r o r group c o n t r o l . Third, aggression

u s u a l l y cannot be ignored. Some response o r a c t i o n t o handle t h e

behavior i s r e q u i r e d o f t h e t e a c h e r , b u t it i s n o t always e a s y t o

determine t h e t y p e o f a c t i o n t h a t w i l l be a p p r o p r i a t e o r e f f e c t i v e "

(Blackham, 1967, p. 136) . Without q u e s t i o n , t h e t e a c h e r must make

c o n t i n u a l a t t e m p t s a t remedying t h e s i t u a t i o n caused by t h e s t u d e n t ' s

d i s r u p t i v e behavior s o t h a t l e a r n i n g can proceed.

But t h e a g g r e s s i v e s t u d e n t c a u s e s only one t y p e o f d i s t u r b a n c e

t o smooth l e a r n i n g i n t h e classroom. The o t h e r , more d i f f i c u l t t o

i d e n t i f y , i s t h e s t u d e n t whose emotional problem may n o t m a n i f e s t

obvious symptoms. "For example, some c h i l d r e n a c c e p t t h e demands

made o f them, e x h i b i t i n g no behavior t h a t c a l l s a t t e n t i o n t o them-

s e l v e s ; y e t , t h e y do have i n t e r n a l i z e d c o n f l i c t s which s i l e n t l y t a k e

their toll. These a r e t h e c h i l d r e n who l i v e o u t t h e i r l i v e s i n

'quiet desperation'" (Blackham, 1967, p. 7 3 ) . It is t r u e t h a t these

c h i l d r e n do n o t p r e s e n t an o b s t r u c t i o n t o t h e l e a r n i n g o f o t h e r

s t u d e n t s i n t h e classroom, n o r t o t h e t e a c h i n g p r o c e s s f o r t h e

t e a c h e r , b u t t h e y , themselves a r e n o t l e a r n i n g a t t h e l e v e l t o which

t h e y may be c a p a b l e . I f t h e " i n t e r n a l i z e d c o n f l i c t s " were t o b e

recognized and r e s o l v e d , t h e s e c h i l d r e n t o o would r e a c h t h e i r

learning capacity.

Whether t h e c h i l d p r e s e n t s a g g r e s s i v e o r withdrawn b e h a v i o r s ,

t h e u l t i m a t e problem of working w i t h him r e s t s w i t h t h e classroom

teacher. The e x t e n t t o which t h e t e a c h e r d e a l s w i t h t h e c h i l d ' s

behavior w i l l a f f e c t t h e e x t e n t t o which t h e c h i l d w i l l l e a r n . As

Dreikurs s t a t e s : "It i s o n l y when t h e c h i l d u n d e r s t a n d s h i m s e l f ,

h i s needs, p u r p o s e s and a t t i t u d e s and d e v e l o p s an awareness o f how t o

r e l a t e t o o t h e r s t h a t he i s f r e e d t o become i n v o l v e d i n t h e e d u c a t i v e

process" ( D r e i k u r s and C a s s e l , 1972, p . 5 9 ) .

Purkey s u p p o r t s t h e view t h a t t h e s c h o o l must a c c e p t t h e

r e s p o n s i b i l i t y o f d e a l i n g w i t h t h e tt7hole c h i l d . "So it happens t h a t

t h e c h i l d e n t e r s s c h o o l w i t h h i s p s y c h o l o g i c a l bags packed w i t h a l l

s o r t s o f i d e a s about h i m s e l f and h i s a b i l i t i e s . However, i n s p i t e o f

t h i s tremendous i n f l u e n c e o f t h e primary home environment, t h e

school has a g r e a t r o l e t o play" (Purkey, 1970, pp. 39-40).

I t follows t h a t i f schools r e j e c t t h e r e s p o n s i b i l i t y of

h e l p i n g t h e c h i l d r e n w i t h emotional problems, t h e r e w i l l b e a l a r g e

number o f c h i l d r e n i n o u r classrooms who a r e e i t h e r n o t l e a r n i n g a t

a l l o r a r e l e a r n i n g t o a l e s s e r degree than t h e i r c a p a b i l i t y .

Accepting, on t h e o t h e r hand, t h e r e s p o n s i b i l i t y t o a s s i s t t h e s e
c h i l d r e n , may r e q u i r e school s t a f f t o gain an understanding o f t h e

problems and t o l e a r n e f f e c t i v e ways t o help.

I n t h e Langley P o r t e r Psychological S e r i e s , Learning and i t s

Disorders, t h e two e d i t o r s , B e r l i n and Szurek, have compiled f i n d i n g s

which show t h a t l e a r n i n g d i s a b i l i t i e s a r e grown from emotional

sources, and i t i s t h e c h i l d ' s r e l a t i o n s h i p w i t h h i s p a r e n t s which

determines h i s emotional c o n s t r u c t : " I t i s from t h e s e primary

relations w i t h mother and f a t h e r t h a t he develops h i s b a s i c and

fundamental f e e l i n g s about himself. I t i s w i t h h i s mother's and

f a t h e r ' s f e e l i n g s about him and h i s impulses t h a t , a s w e s a y i n

p s y c h i a t r i c jargon, he i d e n t i f i e s . That i s , he t e n d s t o adopt

toward himself t h e i r i n d i v i d u a l and s e v e r a l composite a t t i t u d e s

towards him. Having adopted t h e s e a t t i t u d e s , and many p s y c h i a t r i s t s

b e l i e v e t h i s i d e n t i f i c a t i o n and i n c o r p o r a t i o n o f p a r e n t a l a t t i t u d e s

i n t o t h e s e l f - o r g a n i z a t i o n i s achieved i n t h e main by t h e f i f t h o r

s i x t h year, t h e c h i l d t h e n t e n d s t o a c t towards o t h e r s o u t s i d e t h e

family i n l i g h t of them. I n o t h e r words, he t r e a t s o t h e r s a s he now

t r e a t s h i m s e l f , which i s a s he i s t r e a t e d " ( B e r l i n and Szurek, 1966,

p. 1 0 ) .

The i m p l i c a t i o n f o r t h e t e a c h i n g p r o f e s s i o n of t h i s e a r l y

i d e n t i f i c a t i o n p r o c e s s i s t h a t c h i l d r e n who appear t o have l e a r n i n g

d i s o r d e r s may r e q u i r e a t t e n t i o n i n t h e a r e a o f t h e i r emotional

construct - how t h e y f e e l about themselves, how t h e y f e e l about

others. To e n f o r c e " l e a r n i n g " , a s t h e s i n g l e most i m p o r t a n t p r i o r i t y ,

i n t h e s e i n s t a n c e s , would be i g n o r i n g t h e p o s s i b l e c a u s e s f o r t h e
 19

disorders. I t has been p o i n t e d o u t , f u r t h e r , by B e r l i n and Szurek

t h a t , a l t h o u g h t h e c h i l d ' s f e e l i n g s about himself and h i s ways o f

i n t e r a c t i n g with o t h e r s a r e formed a t a young age, " t h i s does n o t

mean t h a t changes i n t h e f e e l i n g s about himself cannot be brought

about by any d i f f e r e n t f e e l i n g s towards him o f o t h e r s o u t s i d e o f

h i s home" ( B e r l i n and Szurek, 1966, p. 1 0 ) .

There i s danger, t h e r e f o r e , when t e a c h e r s p e r p e t u a t e

c h i l d r e n ' s f e e l i n g s o f inadequacy and i n c a p a b i l i t y by l a b e l l i n g them

w i t h " l e a r n i n g d i s o r d e r s " without a t t e n d i n g t o p o s s i b l e emotional

sources f o r t h e i r d i f f i c u l t i e s i n learning,

Self-Concept and Emotional Problems

I n l i t e r a t u r e , t h e term, s e l f - c o n c e p t , i s often associated

w i t h o t h e r terms: self-esteem, view of s e l f , s e l f view, s e l f , s e l f -

acceptance, and s e l f - r e s p e c t , t o mention a few. Sometimes s p e c i f i c

d i s t i n c t i o n s a r e made among t h e s e terms, sometimes t h e terms seem t o

be used i n t e r c h a n g e a b l y . For t h e purposes o f understanding t h e

phenomenon of s e l f - c o n c e p t , and t h e purpose o f economy o f space, t h e s e

f i n e d i s t i n c t i o n s w i l l n o t be i n t r o d u c e d i n t h i s c h a p t e r . Instead,

t h e terms w i l l be used i n t e r c h a n g e a b l y t o mean: t h e p e r c e p t i o n which

an i n d i v i d u a l holds about h i m s e l f / h e r s e l f .

Emotionally t r o u b l e d c h i l d r e n m a n i f e s t t h e i r d i s t u r b a n c e s

i n b e h a v i o r s which e i t h e r o v e r t l y e x p r e s s o r inwardly conceal t h e i r

p-ain. For example, t h e a g g r e s s i v e c h i l d o v e r t l y e x h i b i t s symptoms of

h i s d i s t u r b a n c e ; whereas, t h e withdrawn c h i l d r e t a i n s w i t h i n him any

signs of h i s disturbance. But whichever t h e r e s u l t i n g behavior,

s t u d i e s show t h a t t h e s e c h i l d r e n a r e burdened by a n e g a t i v e s e l f -

concept. "The a g g r e s s i v e c h i l d i s always a f r a i d down underneath;

he f e a r s t h a t he i s unworthy, bad, and unacceptable t o o t h e r s ...

For most withdrawn c h i l d r e n c a u s a t i v e f a c t o r s l i e i n t h e f e e l i n g of

being w o r t h l e s s and unacceptable t o p a r e n t s and t h e n flow over i n t o

r e l a t i o n s h i p s w i t h o t h e r s " (D'Evelyn, 1957, pp. 63 & 75).

Numerous s t u d i e s i n t h e f i e l d o f e d u c a t i o n a l psychology have

revealed a c o r r e l a t i o n between emotional d i s t u r b a n c e and n e g a t i v e

self-concept. A s Purkey a s s e r t s a f t e r an examination o f s e v e r a l o f

these studies: "It a p p e a r s t h a t t h e r e i s a c l o s e r e l a t i o n s h i p

-
between s e l f - e s t e e m ( a p e r s o n ' s i n v i s i b l e ' p r i c e tag') and i n d i v i d u a l

behavior" (Purkey, 1970, p. 37). C i t i n g a s t u d y by Morgan who

compared t h e s e l f - p e r c e p t i o n s o f a g g r e s s i v e c h i l d r e n w i t h t h o s e o f

withdrawn c h i l d r e n , Purkey summarizes: " A l l children, i n both

groups saw themselves a s ' u n l i k e d by people' , Over h a l f o f t h e

s t u d e n t s i n each group saw themselves a s 'unwanted by o r unacceptable

t o people', ' t h r e a t e n e d by e x t e r n a l environment', and 'an unworthy

person'n (Purkey, 1970, p , 3 8 ) .

The r e l a t i o n s h i p between n e g a t i v e s e l f view and misbehavior

o f s t u d e n t s h a s been examined f u r t h e r by Spears and Deese and i s

r e s t a t e d by Purkey, "a s t u d e n t ' s self-concept, . . . does n o t cause

t h e s t u d e n t t o misbehave i n t h e classroom. A b e t t e r explanation i s

t h a t t h e d i s r u p t i v e s t u d e n t h a s l e a r n e d t o s e e himself ( o r h e r s e l f )

a s a t r o u b l e maker and behaves accordingly. I n o t h e r words, o n e ' s

self-concept serves a s a reference point f o r one ' s behavior" (Purkey,

1978, p. 30).

Combs, a l s o , has observed a strong l i n k between self-concept

and behavior. "It would be hard, indeed, t o overestimate t h e

importance of a positive view of s e l f f o r e f f e c t i v e behavior. The

s e l f i s t h e center of a person's existence, h i s frame of reference

f o r dealing with l i f e . Persons who approach t h e i r problems with an

a i r of 'can dof a r e already f a r ahead of those who begin with a

' c a n ' t do' a t t i t u d e , expecting defeat. With a p o s i t i v e view of s e l f

one can dare, be open t o experience, and confront t h e world with

open arms and q u i e t certainty" (Avila, Combs, and Purkey, 1971,

p. 144).

Furthermore, Blackham a s s e r t s t h a t behavior and self-concept

a r e so c l o s e l y interconnected t h a t observing one's behavior reveals

h i s self-concept. " . . . the way an individual regards himself

a f f e c t s t h e way he perceives and r e a c t s t o the world" (Blackham, 1967,

p. 75). Blackham c i t e s some examples of these behaviors which

i n d i c a t e negative self-concepts. For instance, a c h i l d may refuse

t o do school work. Such a r e f u s a l may be i n t e r p r e t e d a s l a z i n e s s or

negativism when, i n f a c t , the child chooses not t o perform r a t h e r than

face another f a i l u r e , another sign of inadequacy. Sometimes a person

with low self-concept i s overly concerned with appearance, even

though he i s physically a t t r a c t i v e .
.
He may verbalize t h a t he i s

repulsive o r ugly o r may magnify t o an extrems any minor flaw. Or

a person with a poor self-concept w i l l be unable t o accept genuine

praise. I n s t e a d , he becomes u p s e t and convinces himself t h a t t h e

p r a i s e was i n s i n c e r e . Another s i g n o f a h u r t i n g self-concept i s

found i n one who o v e r - r e a c t s w i t h joy t o genuine p r a i s e a s i f he can

h a r d l y b e l i e v e t h a t it i s toward him t h a t t h e p r a i s e i s o f f e r e d "

(Blackham, 1967, p. 7 5 ) .

Self-Concept and School Success

"The e f f e c t s o f self-esteem upon t h e s u c c e s s of s t u d e n t s a t

e v e r y l e v e l o f e d u c a t i o n have now been documented i n hundreds o f

researches. The evidence i s c l e a r t h a t what s t u d e n t s b e l i e v e about

themselves h a s i t s accompanying e f f e c t s upon how w e l l t h e y l e a r n .

T h i s i s t r u e whether we a r e t a l k i n g about beginning m a t t e r s such a s

r e a d i n g and s p e l l i n g , o r h i g h l y complex ones such a s advanced mathe-

m a t i c s o r s u c c e s s i n a chosen vocation" (Avila, Combs, and Purkey,

1971, p. 1 5 1 ) .
These words by Arthur Combs have i m p l i c a t i o n s f o r e d u c a t o r s -
t o be s e n s i t i v e t o t h e development o f s t u d e n t s ' p o s i t i v e s e l f -

concepts, i f s t u d e n t s a r e t o f u l f i l l t h e l e a r n i n g e x p e c t a t i o n s

designed f o r them. kt i s t h e s t u d e n t ' s self-concept which w i l l

i n f l u e n c e t h e degree t o which he w i l l become involved i n t h e l e a r n i n g

process. Without r e g a r d f o r t h e s e f i n d i n g s , e d u c a t o r s may c o n t r i b u t e

t o t h e s t u d e n t ' s "negative views o f s e l f . . . may lock a p e r s o n i n

a v i c i o u s c i r c l e i n which h i s e f f o r t s t o d e a l with l i f e a r e always

t o o l i t t l e , t o o l a t e , o r i n a p p r o p r i a t e " (Avila, Combs, and Purkey,

19711 P - 1441, I n o r d e r t o avoid t h e s e n e g a t i v e outcomes, e d u c a t o r s

may succeed i n p r o v i d i n g t h e e x p e r i e n c e s necessary f o r t h e b u i l d i n g

 23

o f a p o s i t i v e s e l f - c o n c e p t and c o n t r i b u t e t o t h e s t u d e n t ' s c a p a c i t y

for learning. A s Blackham i n d i c a t e s , "With i n c r e a s e d s e l f - a c c e p t a n c e

t h e person i s a b l e t o r e l a t e more e f f e c t i v e l y w i t h o t h e r s and f e e l s

more c o n f i d e n t t o engage i n a c t i v i t i e s i n which he i s now more l i k e l y

t o be s u c c e s s f u l . A s t h i s c y c l e o c c u r s , t h e s u c c e s s f e e d s back t o

f u r t h e r enhance h i s s e l f - e s t e e m " (Blackham, 1967, p. 87).

I n a s t u d y by Branch, Damico and Purkey, d i s r u p t i v e and

n o n d i s r u p t i v e middle-school s t u d e n t s ( g r a d e s f i v e t h r o u g h e i g h t ) were

e v a l u a t e d on t h e i r p r o f e s s e d and i n f e r r e d academic s e l f - c o n c e p t s .

T h e i r a n a l y s i s r e v e a l e d s i g n i f i c a n t d i f f e r e n c e s between t h e two

groups. "Those s t u d e n t s i d e n t i f i e d by t h e i r b e h a v i o r a s d i s r u p t i v e

had s i g n i f i c a n t l y lower s e l f - c o n c e p t s a s l e a r n e r s t h a n d i d s t u d e n t s

i d e n t i f i e d a s nondisruptive. The t h e o r e t i c a l i m p l i c a t i o n drawn from

t h e s t u d y was t h a t n e g a t i v e f e e l i n g s about o n e s e l f a s a l e a r n e r may

be a c o n t r i b u t i n g f a c t o r i n s t u d e n t d i s r u p t i o n " (Purkey, 1978, p. 2 5 ) .

There i s l i t t l e doubt about t h e i m p o r t a n t r o l e t h a t s c h o o l s

p l a y i n a c h i l d ' s development of s e l f - c o n c e p t . Covington q u o t e s

Roger Barker t o i l l u s t r a t e t h e i r very cogent r o l e : " a d u l t s have

a l t e r n a t i v e s o u r c e s o f g r a t i f i c a t i o n such a s c l u b s , church, and

unions s o t h e y c a n b a l a n c e f a i l u r e s i n one a r e a a g a i n s t s u c c e s s i n

a n o t h e r and t h e r e b y m a i n t a i n s e l f - r e s p e c t . Not s o w i t h t h e young

student. Apart from home and f r i e n d s , school i s t h e c h i l d ' s main

s o u r c e of a p p r o v a l , and f a i l u r e t h e r e i s n o t e a s i l y compensated

f o r " (Covington, 1976, p.23). I n l i g h t of t h i s , i t seems e s s e n t i a l f o r

the b e n e f i t o f student success t h a t educators a s s e s s t h e i r r o l e s with

r e s p e c t t o t h e r e l a t i o n s h i p they develop w i t h t h e s t u d e n t s with

whom t h e y work.

The relations hi^ t o S e l f i s t h e

Core R e l a t i o n s h i p i n L i f e

"'The s i n g l e r e l a t i o n s h i p t r u l y c e n t r a l and c r u c i a l i n l i f e ' ,

s t a t e d Coudert (1965), ' i s t h e r e l a t i o n s h i p t o t h e s e l f ' . It i s

rewarding t o f i n d soineone whom you l i k e , b u t i t i s e s s e n t i a l t o l i k e

yourself. I t i s quickening t o recognize t h a t someone i s a good and

d e c e n t humn being, b u t it i s i n d i s p e n s a b l e t o view y o u r s e l f a s

acceptable. I t i s a d e l i g h t t o d i s c o v e r people who a r e worthy o f

a d m i r a t i o n and r e s p e c t and l o v e , b u t it i s v i t a l t o b e l i e v e y o u r s e l f

deserving o f these things" (Purkey, 1978, p. 6 2 ) . I t i s when an

i n d i v i d u a l f i n d s himself a c c e p t a b l e t h a t he i s a b l e t o accept o t h e r s

This Combs has a l s o observed, "Persons who r e j e c t themselves a r e very

l i k e l y t o r e j e c t o t h e r people a s w e l l , and s o c o n t r i b u t e t o c l o s i n g

themselves o f f from t h e very e x p e r i e n c e s which might i n t h e long run

s o l v e t h e i r problems" (Avila, Combs, and Purkey, 1971, pp. 155-156).

From t h e vantage p o i n t of o n e ' s view o f s e l f , comes t h e

i n t e r p r e t a t i o n of o n e ' s i n t e r a c t i o n s w i t h t h e surroundings. A s Combs

and Snygg cemented: "The s e l f is t h e i n d i v i d u a l ' s b a s i c frame of

r e f e r e n c e , t h e c e n t r a l c o r e , around which t h e remainder of t h e

p e r c e p t u a l f i e l d i s organized" (Combs and Snygg, 1949, p. 146) .

Purkey a l s o concludes t h a t "we e v a l u a t e t h e world and i t s meaning i n

terms o f how we s e e o u r s e l v e s . Many s t u d e n t s do p o o r l y i n school

because what t h e school i s doing seems i r r e l e v a n t t o himself and h i s

world" (Purkey, 1970, p. 10) .

Self-Concept i s R e s i s t a n t
t o Change

Rogers has been quoted by Avila, Combs, and Purkey t o i l l u -

s t r a t e t h e t e n a c i t y of s e l f - c o n c e p t : "Once t h e s e l f h a s developed,

e x p e r i e n c e s a r e p e r c e i v e d and e v a l u a t e d i n terms o f t h e i r r e l e v a n c e

and s i g n i f i c a n c e t o t h e s e l f . Behavior i s normally c o n s i s t e n t w i t h

t h e s e l f concept, even a t t h e expense o f t h e organism ... Expe-

r i e n c e s which a r e i n c o n s i s t e n t w i t h t h e s e l f - c o n c e p t may be p e r c e i v e d

a s t h r e a t e n i n g , and may be r e j e c t e d , denied, o r d i s t o r t e d ; t h e s e l f -

concept i s defended" (Avila, Combs, and Purkey, 1971, p. 330).

T h i s d e f e n s e o f t h e s e l f - c o n c e p t h a s been f u r t h e r examined

by Combs a s he d e s c r i b e s t h a t an i n d i v i d u a l ' s p e r c e p t i o n s of s e l f

seem t r u l y t o b l i n d him t o t h e e x t e r n a l e v a l u a t i o n o f t h e f a c t s :

"Even t h e a b i l i t y t o s e e himself a s o t h e r s do i s l i m i t e d by t h e need

f o r maintenance o f t h e s e l f concept. For example . . . the child

who conceives o f himself a s good, b u t who h a s taken t h e f o r b i d d e n

candy, may deny i n t h e most v o c i f e r o u s terms any suggestion t h a t he

i s a 'naughty boy'. Even though he 'knows b e t t e r ' he must defend

h i s concept o f himself t o p r o t e c t h i s o r g a n i z a t i o n " (Combs and Snygg,

19.49, p. 1 5 9 ) .

To f u r t h e r i l l u s t r a t e t h e n o t i o n t h a t t h e s e l f - c o n c e p t i s

r e s i s t e n t t o i n t e g r a t e i n c o n s i s t e n t d a t a , Purkey w r i t e s : I' . . . an
'A' s t u d e n t w i l l a c c e p t f r e s h classroom v i c t o r i e s e a s i l y , w h i l e

s u c c e s s i s tough t o handle f o r t h e s t u d e n t who has m e t many f a i l u r e s .

A s t u d e n t who c o n s i d e r s himself a f a i l u r e a t school w i l l r e j e c t o r

 26

d i s t o r t e v i d e n c e which c o n t r a d i c t s h i s p e r c e i v e d s e l f , no m a t t e r how

f l a t t e r i n g t h e i n f o r m a t i o n may be o r how h e l p f u l it may appear from

a n o t h e r p e r s o n ' s p o i n t of view" (Purkey, 1970, p. 11).

The S e l f - C o n c e ~ t mav Chanue under

Favorable Conditions

The r e a l i z a t i o n which t h e above-mentioned s t u d i e s awakens i n

e d u c a t o r s i s t h a t t h e i r a t t e q t s a t promoting a change i n t h e b a t t e r e d

s e l f - c o n c e p t o f a s t u d e n t may t a k e a l o n g t i m e and a g r e a t d e a l o f

persistence. However, changes can be promoted i f t h e c o n d i t i o n s a r e

favorable. Purkey s u g g e s t s t h a t " i f t h e c h i l d s e e s t h e e d u c a t i v e

p r o c e s s a s meaningful and self-enhancing, and i f t h e d e g r e e of t h r e a t

provided by t h e school e x p e r i e n c e i s n o t overpowering, t h e n he i s

l i k e l y t o grow i n s e l f - e s t e e m and i n academic achievement" (Purkey,

1970, p. 12)- I t must be underst00.d~ a s Combs emphasizes, t h a t t h i s

i s a l o n g and arduous p r o c e s s f o r e d u c a t o r s . "A c o n c e p t r e s u l t i n g

from much e x p e r i e n c e r e q u i r e s a l a r g e amount o f c o n t r a r y e x p e r i e n c e

t o produce any b a s i c change. Like a w e l l t o b e f i l l e d , even a f t e r a

l o t o f d i r t h a s been shoveled i n t o t h e p i t , t h e h o l e i s s t i l l t h e r e

and seems a s deep a s e v e r . One must s h o v e l a l o n g t i m e b e f o r e one

b e g i n s t o s e e any t a n g i b l e r e s u l t s " (Combs and Snygg, 1949, p. 1 6 0 ) .

The Role o f t h e S i g n i f i c a n t Other i n

Promoting Change i n S e l f -Concept

If f a v o r a b l e c o n d i t i o n s a r e p r e s e n t , a person ' s s e l f - c o n c e p t

may be a l t e r e d . Eoustakas h a s w r i t t e n t h a t a t e a c h e r can i n s t i g a t e

change i n a t r o u b l e d s t u d e n t ' s s e l f - c o n c e p t , Purkey q u o t e s Moustakas,

" . . . every t e a c h e r wants t o meet t h e s t u d e n t on a s i g n i f i c a n t

l e v e l , every t e a c h e r wants t o f e e l t h a t what he does makes a

difference. Yet i n o r d e r t o i n f l u e n c e s t u d e n t s it i s n e c e s s a r y t o

become a s i g n i f i c a n t o t h e r i n t h e i r l i v e s . We a r e seldom changed by

people when we s e e them a s i n s i g n i f i c a n t o r unimportant" (Purkey,l970,

p. 4 5 ) .

By t h e n a t u r e o f t h e s i t u a t i o n between t e a c h e r and s t u d e n t ,

it appears a p p r o p r i a t e t o e x p e c t t h a t a t e a c h e r can assume a

" s i g n i f i c a n t o t h e r " r o l e i n a c h i l d ' s development of self-concept.

Dreikurs s u p p o r t s t h i s suggestion i n speaking t o t e a c h e r s about t h e i r

importance i n a c h i l d ' s l i f e , "you occupy a c r u c i a l p o s i t i o n i n each

child's l i f e . Your i n f l u e n c e i s l o n g l a s t i n g . After h i s parents,

you a r e t h e f i r s t person t o motivate h i s i n t e r e s t toward e d u c a t i o n a l

pursuits. You a r e r e s p o n s i b l e f o r s e t t i n g an atmosphere i n which h i s

a t t i t u d e s and achievements w i l l grow w i t h continuous p r o g r e s s "

(Dreikurs and C a s s e l , 1972, p. 2 4 ) .

The atmosphere which promotes t h e b u i l d i n g of a p o s i t i v e

self-concept i n a classroom h a s been d e s c r i b e d by Purkey, "What

a c t u a l l y happens when t e a c h i n g occurs? Although no one knows t h e

answer t o t h i s q u e s t i o n , a growing body o f r e s e a r c h d a t a p o i n t s t o

the teacher - h i s o r h e r a t t e n t i v e n e s s , e x p e c t a n c i e s , encouragements,

a t t i t u d e s , and e v a l u a t i o n s - a s t h e primary f o r c e i n i n f l u e n c i n g

s t u d e n t s ' p e r c e p t i o n s o f themselves a s l e a r n e r s . These t e a c h e r

c h a r a c t e r i s t i c s , r e f l e c t e d i n t h e i r behavior, i n c r e a s e o r d e c r e a s e

t h e p r o b a b i l i t y of student learning. (Braunn, 1976; Brophy and Good,

1970; Doyle, Hancock, and K i f e r , 1972; L a n z e t t a and Hannah, 1969;

Mendels and F l a n d e r s , 1973; Palardy, 1969; Purkey, 1970; R i s t , 1970;

and o t h e r s ) " (Purkey, i978, p. 1).

The Teacher and Development o f

Student Sel f-Concept

" L i f e i s n o t r e v e r s i b l e ; every e x p e r i e n c e a person has, he

h a s had f o r e v e r " (Avila, Combs, and Purkey, 1971, p. 5 9 ) .

The s i g n i f i c a n c e o f a c h i l d ' s experience i n school r e g a r d i n g

h i s view o f himself a s a l e a r n e r and h i s view of himself a s a person

h a s been e x p r e s s e d by numerous e x p e r t s i n t h e f i e l d of e d u c a t i o n a l

psychology. The common view i s t h a t s t u d e n t s ' e x p e r i e n c e s w i t h t h e i r

t e a c h e r s can e i t h e r be a d d i t i v e o r s u b t r a c t i v e i n t h e development o f

a c h i l d ' s view o f himself. I t appears t h a t a t e a c h e r has t h e power

t o a s s i s t i n building o r destroying a c h i l d ' s self-concept, and

depending on t h e q u a l i t y o f t h e r e l a t i o n s h i p e s t a b l i s h e d between

t e a c h e r and s t u d e n t , t h e s t u d e n t may o r may n o t grow a s a l e a r n e r o r

a s a person.

One o f t h e e x p e r t s i n t h i s f i e l d , Arthur Combs, d e s c r i b e s t h e

impact a t e a c h e r can make on a c h i l d ' s l i f e : "When e v e r y t h i n g i n a

c h i l d ' s l i f e o u t s i d e o f school i s t e a c h i n g him t h a t he i s u n l i k e d ,

unwanted, and unable, a l o v i n g t e a c h e r , s k i l l e d i n p r o v i d i n g

e x p e r i e n c e s of s u c c e s s , may make a world of d i f f e r e n c e , She may n o t '

be a b l e t o t u r n t h e t i d e o f e v e n t s completely. If s h e does no more

than h e l p such a c h i l d keep h i s head above water, however, t h e e f f o r t

expended i s s u r e l y n o t wasted" (Avila, Combs, and Purkey, 1971,

p - 59).
 With each experience o f s u c c e s s , t h e c h i l d i s encouraged t o

change h i s view of s e l f . For, a l t h o u g h t h e s e l f - c o n c e p t i s r e s i s t a n t

t o change, it i s b e l i e v e d t h a t o v e r t i m e , change i s p o s s i b l e . Combs

s t a t e s t h a t , "A p o s i t i v e view o f s e l f i s l e a r n e d ; and being l e a r n e d ,

it can be taught. I t comes about a s a consequence o f s u c c e s s f u l

e x p e r i e n c e with t h e world" (Avila, Combs, and Purkey, 1971, p. 148).

I t i s t h e s e s u c c e s s f u l e x p e r i e n c e s which a t e a c h e r can provide t h a t

may make t h e d i f f e r e n c e i n a c h i l d ' s l i f e .

Along w i t h p r o v i d i n g s u c c e s s f u l e x p e r i e n c e s f o r t h e c h i l d , a

t e a c h e r may a l s o h e l p b r i n g t o r e a l i z a t i o n a t t r i b u t e s which a c h i l d

may n o t b e aware o f possessing. Purkey s e e s t h i s a s one o f t h e

f u n c t i o n s of t e a c h e r s . " . . . to give h i s students a 'vision of

g r e a t n e s s ' , which i s a f i g u r a t i v e way o f s a y i n g a c l e a r p i c t u r e o f

t h e i r p o t e n t i a l a s human b e i n g s and o f t h e p o s s i b i l i t y of r e a l i z i n g

t h a t which they can be . , . the i n d i v i d u a l cannot o r w i l l n o t s e e

and t a k e advantage of o p p o r t u n i t y , however p h y s i c a l l y a v a i l a b l e it

may be, u n l e s s he i s brought t o b e l i e v e t h a t h e h a s p o s s i b i l i t i e s

f o r growth and t h a t t h i s o p p o r t u n i t y i s a door f o r him" (Purkey,

1978, p. 35).

Then, i f a t e a c h e r communicates confidence i n a s t u d e n t ' s

a b i l i t y , t h e s t u d e n t w i l l be more i n c l i n e d t o f e e l confident. If,

however, t h e t e a c h e r expends no e f f o r t t o e x p r e s s t h i s confidence,

the s t u d e n t continues t o f e e l i n c a p a b l e and u n s u c c e s s f u l and be unable

ko p a r t i c i p a t e i n l e a r n i n g . Whatever way a t e a c h e r chooses t o

e x p r e s s t h i s f e e l i n g o f confidence i s i r r e l e v a n t , b u t i n t e g r a l t o t h e
 30

development o f t h e c h i l d ' s s e l f - c o n c e p t "is t h e e s t a b l i s h m e n t o f a

s a t i s f y i n g and s a f e r e l a t i o n s h i p w i t h t h e c h i l d s o t h a t he can f e e l

b e t t e r about himself" (Blackham, 1967, p. 89).

F u r t h e r s u p p o r t o f t h i s view h a s been p r e s e n t e d by Purkey.

In h i s p r e s e n t a t i o n of a summary o f a study completed by Rosenthal and

Jacobson, Purkey records: " c h i l d r e n who a r e expected by t h e i r

t e a c h e r s t o g a i n i n t e l l e c t u a l l y i n f a c t do show g r e a t e r i n t e l l e c t u a l

g a i n s a f t e r one year t h a n do c h i l d r e n o f whom such g a i n s a r e not

expected . . . furthermore, t h e t e a c h e r , through h i s f a c i a l

e x p r e s s i o n s , p o s t u r e s , and touch, through what, how, and where he

spoke, s u b t l y helped t h e c h i l d t o l e a r n " (Purkey, 1970, p. 48).

I t a p p e a r s from t h i s s t u d y t h a t t h e s i g n s o f acceptance shown

by t h e t e a c h e r ' s communication (both v e r b a l and non-verbal) promote

t h a t growing atmosphere r e q u i r e d f o r s t u d e n t s ' s u c c e s s f u l l e a r n i n g .

I t i s n o t r e j e c t i o n and c r i t i c i s m t h a t h e l p s t o improve a c h i l d ' s

learning. A s Nietzsche wrote i n t h e n i n e t e e n t h c e n t u r y and quoted by

Dreikurs, "Punishment hardens and numbs, i t sharpens t h e consciousness

o f a l i e n a t i o n , it s t r e n g t h e n s t h e power of r e s i s t a n c e " (Dreikurs and

Cassel, 1972, p. 65) . A s p r e v i o u s l y s t a t e d , and confirmed by D r e i k u r s ,

it i s t h e q u a l i t y o f t h e i n t e r a c t i o n between s t u d e n t and t e a c h e r which

enhances t h e s t u d e n t ' s l e a r n i n g : "resistance" clearly r e s u l t s i n a

setback i n t h e s t u d e n t ' s l e a r n i n g process.

To concur w i t h t h i s view, Abraham Maslow a s quoted by Purkey

q l e r t s , "Let people r e a l i z e c l e a r l y t h a t every time t h e y t h r e a t e n

someone o r h u m i l i a t e o r h u r t u n n e c e s s a r i l y o r dominate o r r e j e c t
 31

a n o t h e r human being, t h e y become f o r c e s f o r t h e c r e a t i o n o f psycho-

pathology, even i f t h e s e be small f o r c e s . L e t them r e c o g n i z e t h a t

e v e r y man who i s kind, h e l p f u l , d e c e n t , p s y c h o l o g i c a l l y democratic,

a f f e c t i o n a t e , and warm i s a p s y c h o t h e r a p e u t i c f o r c e even though a

small one" (Purkey, 1970, p. 4 3 ) .

Tantamount t o t h e c h i l d ' s development o f a p o s i t i v e s e l f -

concept i s t h e t e a c h e r ' s a t t i t u d e toward t h e c h i l d . I f t h e teacher

communicates confidence i n a s t u d e n t ' s a b i l i t y and worth, t h e s t u d e n t

i s more l i k e l y t o f e e l a b l e . Conversely, i f t h e t e a c h e r ' s s i g n a l s

t o t h e s t u d e n t a r e t h a t t h e s t u d e n t i s "incapable", "unworthy",

chances a r e t h a t t h e s t u d e n t w i l l grow towards s e e i n g himself a s a

person who i s i n c a p a b l e and unworthy and consequently b e m a b l e t o be

involved i n l e a r n i n g a t t h e optimum l e v e l o f h i s c a p a c i t y . A s Combs

summarizes: "HOW can a person f e e l a c c e p t a b l e u n l e s s somewhere he

i s accepted? How can a person f e e l he h a s d i g n i t y , u n l e s s someone

t r e a t s him so? How can a person f e e l a b l e u n l e s s somewhere he has

some success?" (Combs, Avila, and Purkey, 1971, p. 1 2 0 ) . .

Raths' Theory of Emotional Needs

R a t h s ' t h e o r y of emotional needs (1972) h a s been developed

from s t u d i e s by Maslow, i n t h e a r e a o f b a s i c human needs and w i t h

s t u d i e s by D o l l a r d , i n t h e a r e a o f aggression. He p r e s e n t s t h e t h e o r y

t h a t an i n d i v i d u a l develops, a s he grows, c e r t a i n emotional needs.

Should any o f t h e s e emotional needs be i n a d e q u a t e l y met, t h e i n d i -

v i d u a l becomes f r u s t r a t e d and r e a c t s w i t h a m a n i f e s t a t i o n o f a

number of behaviors. I f t h e s e i n a d e q u a t e l y m e t needs can be

identified and satisfied through a number of interaction strategies,

the behaviors are reduced in intensity and frequency. (Raths, 1972;

Fleming, 1949; Burrell, 1949; Mance, 1953; Jonas 1960; Machnits 1960;

Martin, 1960.)

The emotional needs which Raths found to be most common in

his studies of students in classrooms as observed by their teachers

are: 1) the need for love and affection, 2) the need for

achievement, 3) the need for belonging, 4) the need for self-

respect, 5) the need to be free from deep feelings of fear, 7) the

need for economic security, 8) the need for understanding of self.

The behaviors which appear as a consequence of extreme

frustration of any of these needs are: 1) aggression, 2) withdrawal,

3) regression, 4) submission, 5) symptoms of psychosomatic illness.

It is important that teachers build a relationship with

their students which is geared to meet the emotional needs listed

(or the emotional needs identified by the teacher as being

inadequately met for the student). Raths' guidelines for building

this kind of relationship are outlined in his "Dos and Don'ts of the

Needs Theory" (Raths, 1972, pp. 62-117).

Studies reveal that Raths* theory of emotional needs has

applicability for the practicing classroom teacher in a regular

classroom setting. For example, Ide (1975) worked with a student who

demonstrated withdrawn behavior. Ide identified the student's unful-

filled emotional needs, in accordance with Raths' suggested procedure,

to be the need to be free from intense feelings of fear and the need
f o r achievement. Within t h e r e g u l a r classroom s i t u a t i o n , over a

p e r i o d o f one school y e a r , I d e employed Raths' s u g g e s t i o n s i n

a t t e m p t i n g t o s a t i s f y t h e s t u d e n t ' s emotional needs. The s t u d y

showed t h a t t h e s t u d e n t made s i g n i f i c a n t g a i n s i n r e d u c i n g t h e

frequency and i n t e n s i t y o f h i s withdrawing behavior and became more

open t o l e a r n i n g s i t u a t i o n s and s o c i a l c o n t a c t s .

I d e a l s o c i t e s s t u d i e s which examine t h e e f f e c t s on s t u d e n t s

o f Raths' t h e o r y o f emotional needs a s a p p l i e d by t e a c h e r s . "In three

s e p a r a t e b u t p a r a l l e l s t u d i e s c a r r i e d o u t i n grade 3 , 4, and 5 c l a s s -

rooms, Arthur Jonas, Donald Martin, and E r n e s t Machnits hy2othesized

t h a t a s t e a c h e r s made e f f o r t s t o meet t h e emotional needs o f c h i l d r e n ,

needs r e l a t e d b e h a v i o r s would become l e s s a c u t e and l e s s f r e q u e n t .

A l l t h e s e s t u d i e s showed marked and p o s i t i v e b e h a v i o r a l changes i n

t h e experimental groups o f c h i l d r e n " ( I d e , 1975, pp. 30-31)*

Other s t ~ d i e shave a l s o shown a p o s i t i v e e f f e c t on t r o u b l e d

s t u d e n t s by t h e a p p l i c a t i o n o f Raths' emotional needs theory. In

1946, Ann Carol F u l t s (Raths, 1972, p - v i i ) worked w i t h t e a c h e r s :

1) t o i d e n t i f y unusual behaviors i n s t u d e n t s i n t h e i r classrooms,

2 ) t o s t u d y t h e b e h a v i o r s of t h e s t u d e n t s i n o r d e r t o i d e n t i f y unmet

emotional needs, 3 ) t o d i s c o v e r behavior changes. H e r r e s u l t s were

"spectacularly successful ."

I n 1949, Robert Fleming ( i n Raths, 1972) s t u d i e d t h e r e l a t i o n -

s h i p between symptoms of psychosomatic i l l n e s s and t h e assumed need

of t h e c h i l d r e n who were s o diagnosed. He d i v i d e d h i s experimental

group i n t o t h r e e subgroups. The f i r s t group r e c e i v e d t h e same k i n d

 34

of a t t e n t i o n a s usual. For t h e second group, p a r e n t s and t e a c h e r s

were counselled i n employing Raths' needs t h e o r y . The t h i r d group

was made up of c h i l d r e n whose p a r e n t s were n o t i n v o l v e d f i n t h e study.

The group w i t h both p a r e n t and t e a c h e r involvement made t h e most gain.

Some g a i n was made by t h e group w i t h o n l y t e a c h e r involvement; l i t t l e

o r no g a i n was made i n t h e group where t h e needs t h e o r y was n o t used.

Anna P o r t e r B u r r e l l ' s s t u d y , a s noted by I d e (1975), showed

t h a t "when t e a c h e r s made e f f o r t s t o meet emotional needs, s t u d e n t s

shcwed c o n s i d e r a b l e improvement i n such a r e a s a s s o c i a l a c c e p t a b i l i t y ,

i n t e l l i g e n c e r a t i n g s , achievement, i n t e r e s t i n school and schoolwork,

psychosomatic symptoms, and speech d e f e c t s " ( I d e , 1975, p. 29).

I t appears t h a t Xaths' emotional needs t h e o r y i s a viable'

approach f o r t e a c h e r s who f i n d t r o u b l e d c h i l d r e n i n t h e i r classroom.

But a s Raths observes, h i s approach t o h e l p i n g c h i l d r e n w i t h emotional

problems i s n o t u n i v e r s a l l y s u c c e s s f u l : "While i t i s t r u e t h a t t h e

r e s u l t s t e n d t o p o i n t i n a d i r e c t i o n f a v o r a b l e t o t h e theory, t h e r e

were d i s c o n c e r t i n g e x c e p t i o n s , I n more t h a n t e n p e r c e n t of t h e

t o t a l number of c a s e s t h e r e s u l t s were -
not significant. There were

some c h i l d r e n who d i d n o t respond by changing t h e i r behavior" (Raths,

1972, pp. i x - x). More r e s e a r c h i s r e q u i r e d t o answer t h e q u e s t i o n s :

Why do some c h i l d r e n change? Why do some n o t change? Could it be

t h e t e a c h e r ' s p e r s o n a l i t y , t h e t y p e o f emotional need o f t h e c h i l d ,

t h e s u b s t a n t i v e c o n t e n t o f t h e t h e o r y , o r a combination o f t h e s e

v a r i a b l e s which determines t h e s u c c e s s o r f a i l u r e o f t h i s theory?

Those c a s e s i n which Raths' t h e o r y h a s n o t brought about change,

c e r t a i n l y b e a r more research. S t i l l , it i s d i f f i c u l t t o i g n o r e a

t h e o r y which i s approximately 90% s u c c e s s f u l . Of c o u r s e , t h e r e a r e

o t h e r t h e o r i e s which may be e f f e c t i v e l y a p p l i e d t o classroom s i t u -

a t i o n s , b u t a s Raths himself a s s e r t s , " . . .if t h e ways o f working

w i t h c h i l d r e n d e s c r i b e d i n t h i s volume a r e c a r r i e d o u t , a l a r g e

number o f c h i l d r e n w i l l change t h e i r behavior i n ways t h a t a r e more

conducive t o mental h e a l t h and t o improved l e a r n i n g " (Raths, 1972,

p. x).

C a r k h u f f ' s Theory of Helping R e l a t i o n s h i p s

I n h i s book, Helping and Human R e l a t i o n s h i p s , Vol. I ,

Robert Carkhuff (Carkhuff, 1969) p r e s e n t s h i s t h e o r y of helping

r e l a t i o n s h i p s which s e t s o u t a s e r i e s o f helper-helpee i n t e r a c t i o n s

p r a c t i c a l f o r classroom s e t t i n g s . This t h e o r y h a s been based on

s t u d i e s by Rogers, Truax, Combs, Berenson, and o t h e r s who have

promoted a person-to-person i n t e r a c t i v e method o f helping. Carkhuff

e l u c i d a t e s t h a t counseling and t h e r a p y may be " f o r b e t t e r o r f o r

worse", depending on t h e degree t o which t h e "core c o n d i t i o n s " a r e

e f f e c t i v e l y used by t h e h e l p e r .

I n o t h e r words, t h e i n t e r a c t i o n o f t h e h e l p e r ( t h e r a p i s t ,

counselor, t e a c h e r ) can have h e l p f u l o r h u r t f u l consequences on t h e

helpee ( p a t i e n t , c l i e n t , s t u d e n t ) . "Only when t h e h e l p e r i s s e n s i -

t i v e l y r e s p o n s i v e t o , and a c c e p t a n t and r e s p e c t f u l o f , t h e f e e l i n g s

zind e x p e r i e n c e s t h a t dominate t h e h e l p e e ' s world may h e involve t h e

helpee i n a p r o c e s s l e a d i n g t o a s e n s i t i v e r e s p o n s i v e n e s s t o h i s
world" (Carkhuff, 1969, p. 21) .
The "core conditions" (Carkhuff, 1969, pp. 201-209) which

Carkhuff outlines must be observed in order that the relationship

developed between the helper and helpee may be effective for the

helpee :

1) empathy - the helper's ability to understand the helpee's

feelings and predicament and to verbally communicate this under-

standing in a feeling tone similar to that expressed by the helpee,

2) respect - the helper exhibits an unconditional sincere

regard for others and tolerates and accepts the helpee's values and

actions even though they may be different from his own,

3) genuineness - the helper involves himself authentically

with the helpee. The helper minimizes his role facade and interacts

with the helpee in a real and open manner, person-to-person, to

create a rich sharing,

The effectiveness of the core conditions has been demonstrated

in many studies in a number of different settings. Many of these

studies have been carried out in classrooms.

Spaulding (1964, pp. 313-318), in studies with elementary

students reports that there is a relationship between a student's

self-concept and the degree to which teachers are facilitative in the

core conditions. There is a corresponding difference when teachers

respond antithetically, for instance, in threatening, disrespectful

ways.
Another perspective of this study showed the impact on the

development of students' positive self-concepts when the teachers

became i n v o l v e d i n p e r s o n a l and p r i v a t e t a l k s w i t h s t u d e n t s .

Purkey, a l s o , p r e s e n t s a review of r e s e a r c h d a t a which

d e m o n s t r a t e s t h e e f f e c t s on s t u d e n t l e a r n i n g of t e a c h e r s ' f a c i l i t y

i n applying t h e c o r e conditions. "Cohen r e p o r t e d t h a t s t u d e n t s with

warm, c o n s i d e r a t e t e a c h e r s produced unusual amounts of o r i g i n a l

p o e t r y and a r t . C h r i s t e n s e n found t h e warmth of t e a c h e r s s i g n i -

f i c a n t l y r e l a t e d t o t h e i r s t u d e n t s ' vocabulary and achievement i n

arithmetic. Reed concluded t h a t t e a c h e r s c h a r a c t e r i z e d a s c o n s i d e r a t e ,

u n d e r s t a n d i n g , and f r i e n d l y , and w i t h a t o l e r a n c e f o r some r e l e a s e of

emotional f e e l i n g by s t u d e n t s , had a f a v o r a b l e i n f l u e n c e on t h e i r

s t u d e n t s ' i n t e r e s t i n s c i e n c e " (Purkey, 1970, p. 5 3 ) .

I n I d e ' s r e v i e w of p e r t i n e n t l i t e r a t u r e , h e found s t u d i e s

which showed a c o r r e l a t i o n between c o r e c o n d i t i o n s and s t u d e n t s '

s c o r e s i n r e a d i n g on S t a n f o r d Achievement T e s t s ; t e a c h e r s ' warmth and

r e s p e c t r e l a t e d t o achievement i n vocabulary and a r i t h m e t i c ; t e a c h e r s '

warmth and empathy r e l a t e d t o t h e s o c i a l adjustment of pre-school

children. Truancy r a t e doubled when t e a c h e r s o f f e r e d low l e v e l s of

c o r e c o n d i t i o n s ( I d e , 1975, pp. 30-31).

A f u r t h e r example of r e s e a r c h r e l a t i n g c o r e c o n d i t i o n s t o

s t u d e n t l e a r n i n g was completed by David Aspy (1969, pp. 39-48). This

s t u d y was c a r r i e d o u t i n s i x Grade 3 classrooms. The i n t e r a c t i o n s

between s t u d e n t s and t e a c h e r s were r e c o r d e d f o r two weeks i n t h e

p e r i o d s d e v o t e d t o t h e t e a c h i n g of r e a d i n g . These r e c o r d i n g s were

made two months a p a r t i n o r d e r t o g a t h e r an adequate sample of t h e

t e a c h e r s ' i n t e r a c t i o n s w i t h t h e i r s t u d e n t s . Segments of f o u r minutes

were randomly s e l e c t e d from t h e s e r e c o r d i n g s t o be r a t e d by t h r e e

raters. The r a t e r s worked i n d e p e n d e n t l y t o r a t e each segment f o r t h r e e

c o n d i t i o n s demonstrated by t h e t e a c h e r : 1 ) t h e degree of genuineness

shown by t h e t e a c h e r , 2) t h e degree of p r i z i n g o r u n c o n d i t i o n a l

p o s i t i v e regard, and 3) t h e degree of empathic understanding.

The s t u d e n t s ' r e a d i n g g a i n s were t e s t e d u s i n g t h e S t a n f o r d

Achievement T e s t f o r Reading. I t was found t h a t t h e c h i l d r e n i n t h e

t h r e e c l a s s e s with t h e h i g h e s t d e g r e e of t h e c o r e a t t i t u d e s d e s c r i b e d

showed a s i g n i f i c a n t l y g r e a t e r g a i n i n r e a d i n g achievement t h a n t h o s e

s t u d e n t s i n t h e c l a s s e s with l e s s e r d e g r e e s of t h e c o r e q u a l i t i e s .

Schmuck (1963, pp. 337-359) p r e s e n t s a n o t h e r p e r s p e c t i v e . He

found t h a t i n classrooms where s t u d e n t s b e l i e v e t h a t t h e i r t e a c h e r s

u n d e r s t a n d them, t h e r e i s a more d i f f u s e " l i k i n g s t r u c t u r e " among t h e

students. I n o t h e r words where t e a c h e r s a r e more empathic, s t u d e n t s

t e n d n o t t o develop c l i q u e s of w e l l - l i k e d and s t r o n g l y d i s l i k e d

groups. I n s t e a d , t h e l i k i n g and a f f e c t i o n a r e more evenly d i s t r i b u t e d

among t h e e n t i r e c l a s s . T h i s f i n d i n g s u g g e s t s t h a t where t h e r e i s

more a c c e p t a n c e among t h e s t u d e n t s by t h e i r t e a c h e r s , t h e r e m u s t a l s o

be more development of p o s i t i v e s e l f - c o n c e p t s , which u l t i m a t e l y

a f f e c t s student learning.

I n a d d i t i o n , Schmuck found a s i g n i f i c a n t r e l a t i o n s h i p between

a s t u d e n t ' s p e r c e p t i o n of how he i s l i k e d by o t h e r s and h i s u t i l i -

z a t i o n of a b i l i t i e s , a t t i t u d e s towards s e l f , and a t t i t u d e toward

school.

The i n t e r r e l a t i o n s h i p between t h e f i n d i n g s of t h e s e two

s t u d i e s p r o v i d e s e v i d e n c e f o r t h e b e n e f i t of t h e t e a c h e r ' s u s i n g c o r e

conditions i n i n t e r a c t i o n s with students. Here t h e f i n d i n g s show

t h a t where t h e t e a c h e r i s more empathic, each s t u d e n t f e e l s l i k e d by

a l l t h e o t h e r s , h a s a b e t t e r a t t i t u d e toward himself and toward

school, becomes more a c t i v e i n h i s p e e r group r e l a t i o n s , and u s e s

h i s a b i l i t i e s more completely i n h i s academic work.

D e s p i t e t h e e v i d e n c e s u p p o r t i n g t h e o r i e s such a s Raths'

emotional needs t h e o r y and C a r k h u f f ' s t h e o r y of h e l p i n g r e l a t i o n s h i p s

which a r e based on t h e c o n s i d e r a t i o n of t h e c h i l d ' s f e e l i n g s about

h i m s e l f , t h e r e a r e c r i t i c i s m s from o t h e r p h i l o s o p h i c a l d i s c i p l i n e s .

For example, t h e behaviorists whose methods a r e founded on

experiments by B. F. S k i n n e r , s u g g e s t t h a t humanitarian methods (on

which Raths and Carkhuff b a s e t h e i r work) a r e n o t d i r e c t enough

approaches t o t h e problems. T h e i r a l t e r n a t i v e i s t h e behavior modi-

f i c a t i o n approach which i s based on a system of rewards and punishment.

The f o c u s i s t o d e a l p r i m a r i l y w i t h t h e o b s e r v a b l e behavior r a t h e r

than t h e source of t h e behavior.

F o r t h o s e t e a c h e r s whose p h i l o s o p h i c a l fram&orkk are

s t r u c t u r e d on h u m a n i t a r i a n v a l u e s , t h e b e h a v i o r i s t t h e o r i e s may n o t

be a c c e p t a b l e .

Both R a t h s and Carkhuff s u p p o r t e r s f i n d t h a t t h e i r methods a r e

effective. O b j e c t i o n s t o t h e i r a p p l i c a t i o n by o t h e r d i s c i p l i n e s a r e

questionable. Truax p r e s e n t s an e x h a u s t i v e review of r e l e v a n t

l i t e r a t u r e r e g a r d i n g C a r k h u f f ' s t h e o r y of h e l p i n g r e l a t i o n s h i p s (Truax

and Carkhuff, 1967, p. 1 4 5 ) . ~ o t h

Raths and Carkhuff models p r o v i d e
 40

p r a c t i c a l frameworks f o r t e a c h e r s i n t h e i r e f f o r t s t o h e l p t r o u b l e d

students. By u s i n g t h e s e methods i n c o n j u n c t i o n w i t h each o t h e r

t e a c h e r s c a n , u s i n g Raths' model, i d e n t i f y t h o s e c h i l d r e n who need

h e l p by o b s e r v i n g and i d e n t i f y i n g n e e d s - r e l a t e d b e h a v i o r s which appear

t o be g e t t i n g i n t h e way of l e a r n i n g . What's more, by employing

C a r k h u f f ' s model, t h e t e a c h e r may e n s u r e o p t i m a l l y e f f e c t i v e i n t e r -

a c t i o n s t r a t e g i e s t o h e l p t h e c h i l d t o r e b u i l d h i s f e e l i n g s of s e c u r i t y

and s e l f - r e s p e c t , paving t h e way f o r optimum l e a r n i n g .

To i l l u s t r a t e : when t h e t e a c h e r i d e n t i f i e s a s t u d e n t who is

d e m o n s t r a t i n g a g g r e s s i v e behavior, s h e employs t h e Raths model t o f i n d

t h e i n a d e q u a t e l y met emotional needs of t h e s t u d e n t . Ruling o u t t h e

p o s s i b i l i t y of p h y s i c a l c a u s a t i v e f a c t o r s , t h e t e a c h e r may t h e n

h y p o t h e s i z e t h e i n a d e q u a t e l y met need f o r l o v e and a f f e c t i o n ,

f o l l o w i n g up w i t h t h e u s e of t h e Carkhuff model i n an a t t e m p t t o meet

more a d e q u a t e l y t h a t need. Here t h e t e a c h e r f i n d s t h e c o r e c o n d i t i o n s

r e q u i r e d f o r t h e e s t a b l i s h m e n t of a meaningful r e l a t i o n s h i p between

h e l p e r and h e l p e e ( t e a c h e r and s t u d e n t ) . Using t h e Carkhuff model,

t h e t e a c h e r is a b l e t o evaluate her responses i n t h e t h r e e core

conditions - empathy, r e s p e c t , and genuineness. With t h e added

s e n s i t i v i t y g a i n e d by t h e understanding and t h e a p p l i c a t i o n of t h e

Carkhuff model, t h e t e a c h e r i s a b l e more e f f e c t i v e l y t o a t t a i n t h e

g o a l s of more a d e q u a t e l y meeting t h e t r o u b l e d c h i l d ' s emotional needs,

and t h e r e b y enhancing h i s s e l f - c o n c e p t . And, by employing b o t h models

e f f e c t i v e l y , t h e t e a c h e r becomes i n s t r u m e n t a l i n h e l p i n g t h e s t u d e n t

t o d i m i n i s h t h e frequency and i n t e n s i t y of t h e b e h a v i o r s which g e t i n

t h e way of h i s l e a r n i n g .
 Implications for the "Helper" Teacher

Reviewing the literature in the area of teacher as helper

opens up some problems for the teacher. One problem is that the

person-to-person (instead of teacher to student) relationship between

teacher and student often forces the teacher to undergo changes in

his/her personal behavior. Second, being a "caring" teacher is not

common among most teaching staffs, so the teacher who is working for

the students may often experience the stress of exclusion. Third,

literature reveals that in order to become effective helpers, teachers

must devote a great deal of time to self-exploration and self-

knowledge. This time, however, is not often a part of the school

scheduling, so the caring teacher is required to do this analysis out

of school hours.

Stanford and Roark identify the first problem, "There is the

potential for considerable personal threat involved in close, inter-

personal interactions. Stepping out of the role of teacher in

relating with students and colleagues and beginning to relate

personally can be extremely threatening. The safeguards and distance

provided by relating as a teacher first and a person second are

suddenly removed. Teachers contemplating an interaction approach to

teaching should expect some time for adjustment and to have to handle

unexpected threat and anxiety aroused by interactions that would not

Likely have occurred in a more impersonal approach to teachingtt

(Stanford and Roark, 1974, p. 43).

 For example, a s c h i l d r e n l e a r n t o i n t e r a c t w i t h t h e t e a c h e r

on a person-to-person l e v e l , chances of e x p r e s s i o n s o f emotions a r e

more l i k e l y t o appear than i n a s t a n d a r d t e a c h e r / s t u d e n t o r i e n t e d

interaction. These e x p r e s s i o n s o f emotions may a r o u s e f e e l i n g s i n

t h e t e a c h e r which may be d i f f i c u l t t o cope with. A s S t a n f o r d and

Roark once more a l e r t , " I f t h e y [ t e a c h e r s ] do n o t c o n s i s t e n t l y f i n d

themselves l o v i n g c h i l d r e n , t h e y f e e l g u i l t y . And i f they a r e n o t

g i v i n g and s e l f - s a c r i f i c i n g , w i t h t h e s t u d e n t s ' w e l f a r e uppermost i n

t h e i r minds, t h e y q u e s t i o n t h e i r f i t n e s s f o r t h e job. A s might be

expected, t h i s combination o f i d e a l i s m and u n r e a l i s t i c e x p e c t a t i o n s

has served t o d i s i l l u s i o n some t e a c h e r s . I t h a s made c y n i c s o f o t h e r s

and h a s r e s u l t e d i n c o n s i d e r a b l e s e l f - d e c e i t f o r t h o s e remaining"

(Stanford and Roark, 1974, p. 5 2 ) .

Furthermore, t h e c y n i c a l , d i s i l l u s i o n e d t e a c h e r may c r e a t e a

h u r t f u l environment f o r s t u d e n t s . A s Stanford and Roark continue:

" I n a t t e n t i v e and n e g a t i v e a t t i t u d e s toward school, toward s e l f , and

toward o t h e r s may be t a u g h t i n a d v e r t e n t l y t o some youngsters w h i l e

both p a r t i e s t h i n k a r i t h m e t i c i s t h e s u b j e c t o f t h e l e s s o n " ( S t a n f o r d

and Roark, 1974, p. 6 5 ) . "For it i s i n t h i s c l o s e r e l a t i o n s h i p between

t e a c h e r and s t u d e n t s t h a t t h e nonverbal components o f t h e i n t e r -

a c t i o n s a r e conveyed r e g a r d l e s s o f t h e words used"(Avila, Combs, and

Purkey, 1971, p. 252).

I n o r d e r t o avoid t h e s e n e g a t i v e outcomes, e x p e r t s emphasize

t h e importance f o r t e a c h e r s t o monitor and analyze t h e i r f e e l i n g s .

Stanford and Roark a d v i s e t h a t t e a c h e r s admit t h e i r f e e l i n g s and

r e s o l v e them b e f o r e t h e y cumulate; i d e n t i f y and t a l k about t h e i r

emotions; and l e a r n t h a t s e l f - c o n t r o l p r e c e d e s i n f l u e n c i n g o t h e r s

( S t a n f o r d and Roark, 1974, p. 73).

Blackham a l s o o f f e r s a d e s c r i p t i o n o f a t e a c h e r ' s f e e l i n g s

t h a t would i n d i c a t e a time when self-examination was c r i t i c a l .

" . . . it i s important t o recognize t h a t any time a t e a c h e r i s

e x c e s s i v e l y and i n a p p r o p r i a t e l y u p s e t by a p u p i l ' s mannerisms o r

behavior, t h a t t e a c h e r may have c o n f l i c t s around t h e behavior i n

question. Similarly, i f the teacher's relationship t o a c h i l d is

disproportionate t o the situation - intense o r over a t t e n t i v e - some

unconscious d e t e r m i n a n t s may be o p e r a t i n g on t h e t e a c h e r ' s p a s t t h a t

could be damaging t o t h e c h i l d " (Blackham, 1967, p. 95).

Only through "a continuous and p a i n s t a k i n g o b s e r v a t i o n o f

t h e i r own behavior, i t s causes, and consequences, i t s i n c e n t i v e s and

s a t i s f a c t i o n s " (Stanford and Roark, 1974, p. 65) w i l l t e a c h e r s be

aware o f t h e i r h e l p f u l and h u r t f u l ways o f i n t e r a c t i n g w i t h s t u d e n t s .

I n c r e a s i n g t e a c h i n g e f f e c t i v e n e s s i s one r e a s o n f o r such

c l o s e self-examination. Another has a l s o been d i s c u s s e d , and t h i s

i s t h e l o n e l i n e s s expressed by t e a c h e r s who have chosen t o i n t e r a c t

more genuinely, without t h e p r o t e c t i o n of t h e i r p r o f e s s i o n a l facades.

For a v a r i e t y o f r e a s o n s , t h e s e t e a c h e r s a r e t h r e a t e n i n g t o t h e i r

p e e r s and t h e y a r e consequently shunned o r o v e r t l y a t t a c k e d .

( Jourard and Sidney, The Transparent S e l f , 1964) . I t appears

t h a t t h e s t r u c t u r e of t h e schools i s such t h a t many t e a c h e r s

who choose such i n t e r a c t i v e r o u t e s w i t h s t u d e n t s a r e o s t r a c i z e d by

o t h e r s t a f f members a t w o r s t o r a r e i n f r e q u e n t r e c i p i e n t s of

supportive comments a t b e s t .

Some examples of t h i s f i n d i n g a r e p r e s e n t e d here: i n a study

by Knoblock and G o l d s t e i n , The Lonely Teacher (1971), s i x t e a c h e r s o f

small groups of c h i l d r e n l a b e l l e d d i s t u r b e d o r d i s t u r b i n g were i n t e r -

viewed f o r some time i n o r d e r t o o b t a i n information a s t o t h e k i n d s

o f t e a c h e r - s t u d e n t r e l a t i o n s h i p s experienced. The t e a c h e r s met w i t h

t h e r e s e a r c h e r s seventeen t i m e s i n group s e s s i o n s . The information

obtained from t h e t e a c h e r s i n t h o s e s e s s i o n s i s c r i t i c a l t o t h e under-

s t a n d i n g of t h e p r e s s u r e s experienced by t e a c h e r s working w i t h t r o u b l e d

students - p r e s s u r e s both w i t h t h e s t u d e n t s and with s t a f f members.

The t e a c h e r s i n t h i s s t u d y expressed a h e s i t a t i o n about "going

t h e i r own way" w i t h c h i l d r e n , o f a f f i r m i n g a p o s i t i v e view o f

children. They were f e a r f u l t h a t t h e y , t o o , would be b r a n d e d W d e v i a n t "

a s the troubled children they taught. To f u r t h e r e x a c e r b a t e t h i s

f e a r , t h e s e t e a c h e r s found t h a t o f t e n i n t h e i r c a r i n g f o r t h e c h i l d r e n ,

t h e y defended t h e c h i l d r e n a g a i n s t t h e r e s t o f t h e school environment.

Once t h i s happened, communication w i t h o t h e r s t a f f members became

s t r a i n e d , and t h e c a r i n g t e a c h e r s were f u r t h e r a l i e n a t e d .

Being thought of a s d i f f e r e n t i n t h e school s e t t i n g , t h e s e

t e a c h e r s r e p o r t e d t h a t t h e y soon concluded t h a t t h e y must be bad

persons f o r t h e ways t h e y behaved w i t h c h i l d r e n s i n c e they r e c e i v e d

n e g a t i v e o r minimal feedback from o t h e r school personnel.

Finding no one t o t a l k t o i n school about t h e i r e x p e r i e n c e s

i n t h e classroom, many t e a c h e r s took home t h e i r concerns. This o f t e n

aroused spouses t o p r e s s u r e them i n t o c o n s i d e r i n g l e a v i n g teaching.

 Knoblock and Goldstein summarize t h e dilemma o f t h e c a r i n g

teacher: "There should b e room i n s c h o o l s f o r many t y p e s o f t e a c h e r s

f u n c t i o n i n g a c c o r d i n g t o t h e i r own s t y l e s , p h i l o s o p h i e s and

consciences. And t h i s i s p r e c i s e l y what i s n o t happening . . . they

run t h e c o n s t a n t r i s k of b e i n g r e j e c t e d by o t h e r a d u l t s , t h u s b e i n g

f o r c e d i n t o a c l o s e r a l l i a n c e with t h e c h i l d r e n and f i n a l l y , a s a

r e s u l t , t h e y e x p e r i e n c e a l o s s of p e r s p e c t i v e from such a c o n s t a n t and

s u s t a i n e d c o n t a c t w i t h c h i l d r e n " (Knoblock and G o l d s t e i n , 1971, p. 18).

The s c h o o l s ' r o l e i n providing support f o r t e a c h e r d i f f e r e n c e s

i s a l s o supported by S t a n f o r d and Roark, " . . . each school must be

concerned w i t h t h e psychological well-being of i t s t e a c h e r s . This is

n o t t o s a y t h a t t e a c h e r s a r e more important o r more t h e b u s i n e s s o f

s c h o o l s t h a n c h i l d r e n b u t u n l e s s t h i s p r i o r i t y i s recognized, t e a c h i n g

and v i t a l t e a c h e r - s t u d e n t r e l a t i o n s h i p s w i l l n o t be improved"

(Stanford and Roark, 1974, p. 6 5 ) .

 CHAPTER I11

PROCEDURE

I t was t h e purpose of t h e s t u d y t o demonstrate through a c a s e

s t u d y how c e r t a i n t e a c h i n g s t r a t e g i e s were a p p l i e d by a t e a c h e r i n a

r e g u l a r primary classroom s e t t i n g t o a s e l e c t e d Grade 2 s t u d e n t with

emotional d i f f i c u l t i e s , t o r e c o r d t h e i n c i d e n t s which caused s t r e s s

f o r t h e t e a c h e r and t o record t h e coping s t r a t e g i e s used t o manage

t h i s stress. The procedures used i n t h i s s t u d y t o r e c o r d and t o

analyze t h e t e a c h i n g s t r a t e g i e s were based upon t h o s e used i n t h e I d e

s t u d y (1975).

The t e a c h e r ' s f e e l i n g s i n t h e p r o c e s s of h e l p i n g t h e s t u d e n t

were examined i n j u x t a p o s i t i o n with t h e s t u d e n t / t e a c h e r i n t e r a c t i o n s .

T h i s c h a p t e r w i l l i n c l u d e t h e following:

The c r i t e r i a used f o r t h e s e l e c t i o n o f t h e s u b j e c t

A b r i e f d e s c r i p t i o n of t h e s u b j e c t (David)

An assessment of t h e s u b j e c t w i t h r e s p e c t t o t h e s e l e c t i o n

criteria

Family background d a t a

The t e a c h e r ' s p r o f e s s i o n a l d i a g n o s i s of o b s e r v a b l e

behavior

A s y s t e m a t i c account of how t h e t e a c h i n g s t r a t e g i e s were

applied

A s y s t e m a t i c account of t h e coping s t r a t e g i e s used by t h e

t e a c h e r t o manage h e r own f e e l i n g s i n response t o s t r e s s .

46
 C R I T E R I A FOR SELECTION OF THE SUBJECT

T h i s s t u d y was -
n o t i n t e n d e d t o demonstrate p s y c h o t h e r a p e u t i c

i n t e r a c t i o n s used by a classroom t e a c h e r . For t h i s reason, a s u b j e c t

was chosen who m a n i f e s t e d emotional problems o f t e n seen i n r e g u l a r

classroom s i t u a t i o n s . Furthermore, t h e i n v e s t i g a t o r was s e n s i t i v e t o

t h e c o n t r o v e r s y a b o u t whether o r n o t t e a c h e r s should b e r e s p o n s i b l e

f o r h e l p i n g a s t u d e n t w i t h emotional problems. The i n v e s t i g a t o r ' s

p o s i t i o n was t h a t t e a c h e r s should -
n o t c a r r y on psychotherapy i n t h e i r

classrooms; t h a t t h e y a r e n o t p r o f e s s i o n a l l y equipped t o do s o . The

r o l e of t h e t e a c h e r w i t h o u t t h i s a d d i t i o n a l r e s p o n s i b i l i t y i s a l r e a d y

demanding enough. I t i s a l s o a p p a r e n t t h a t t e a c h e r s have n o t t h e

expertise i n t h i s field. The i n v e s t i g a t o r ' s view, t h e n , was t h a t

deeply troubled c h i l d r e n require "expert" help.

C h i l d r e n w i t h emotional d i f f i c u l t i e s would b e n e f i t from

p r o f e s s i o n a l therapy; or where f a c i l i t i e s a r e a v a i l a b l e , emotion-

a l l y t r o u b l e d c h i l d r e n would p r o f i t from t h e c l i n i c a l o r i e n t a t i o n

found i n a " s p e c i a l " c l a s s . However, t h e i n v e s t i g a t o r had observed

t h a t where " s p e c i a l " c l a s s e s a r e n o t a v a i l a b l e , t h e classroom t e a c h e r

i s f r e q u e n t l y l e f t t o d e a l w i t h c h i l d r e n who d i s p l a y a v a r i e t y of

b e h a v i o r a l problems. Some of t h e s e problems a r e n o t a c u t e enough t o

w a r r a n t c l i n i c a l t r e a t m e n t , o r e l s e , i f c l i n i c a l h e l p has been recom-

mended, i t may n o t be forthcoming f o r a number of r e a s o n s . In the

meantime, t h e t e a c h e r i s f o r c e d t o d e a l w i t h t h e t r o u b l e d c h i l d . So

t h a t whether o r n o t t h e r e i s concensus t h a t t h e t e a c h e r be r e s p o n s i b l e

f o r d e a l i n g w i t h b e h a v i o r a l d i f f i c u l t i e s , circumstances o f t e n throw
t h e onus on t h e t e a c h e r anyway.

The i n v e s t i g a t o r took t h e p o s i t i o n t h a t , a l t h o u g h t e a c h e r s

may n o t p r a c t i c e psychotherapy, they s h o u l d a t l e a s t be competent i n

u s i n g t h o s e i n t e r a c t i o n s w i t h c h i l d r e n which promote mental h e a l t h

and c l e a r t h e p a t h f o r l e a r n i n g t o be p o s s i b l e . To achieve t h i s g o a l ,

t e a c h e r s should be cognizant of t h e developmental needs of c h i l d r e n

and be p r o f i c i e n t a t e n s u r i n g t h a t t h e s e needs be met i n t h e i r c l a s s -

rooms. (Raths, 1972; Purkey, 1970; Combs, 1971;)

I n t h i s s t u d y , t h e i n t e n t i o n was t o i d e n t i f y c r i t e r i a f o r t h e

s e l e c t i o n of a s u b j e c t which would be d e f i n i t i v e of common problem-

a t i c s i t u a t i o n s i n r e g u l a r classrooms. The c r i t e r i a i d e n t i f i e d

included: a) t h e c h i l d ' s behavior impeded him from engaging i n t h e

learning process--there should be evidence i n p r i o r and c u r r e n t

r e c o r d s of t h e s u b j e c t ' s d i f f i c u l t y i n l e a r n i n g ; b) t h e behavior of

t h e s t u d e n t . i n t e r f e r e d . w i t h t h e l e a r n i n g p r o c e s s of o t h e r c h i l d r e n

i n t h e classroom--there should be d a t a t o show t h a t t h e s u b j e c t

i n t e r r u p t e d t h e l e a r n i n g of o t h e r s ; c) t h e t e a c h e r was f r e q u e n t l y

occupied by t h e s t u d e n t ' s behavior--an a n a l y s i s of t h e t e a c h e r ' s

i n t e r a c t i o n s s h o u l d show t h a t t h e t e a c h e r s p e n t a d i s p r o p o r t i o n a t e

amount of t i m e i n t e r v e n i n g i n t h e c h i l d ' s behavior. A l l of t h e above-

mentioned c r i t e r i a were considered i n t h e s e l e c t i o n of t h e s t u d e n t f o r

t h i s case study.

DAVID - INITIAL DESCRIPTION

David* e n r o l l e d i n Grade Two a t William Bridge Elementary

* The s u b j e c t ' s name h a s been changed t o p r o t e c t h i s i d e n t i t y .

School i n September, 1978.

David was a d a r k - h a i r e d boy of approximately average h e i g h t

f o r h i s age which was seven a t t h e time of t h e s t u d y . H i s body

s t r u c t u r e was very s l e n d e r (he o f t e n a d v e r t i s e d t h a t he could count

h i s r i b s when he took o f f h i s s h i r t ) . H i s deep brown eyes were s e t i n

a r a t h e r p a l e complexion.

E a r l y i n t h e y e a r , David's g e n e r a l classroom behavior was

aggressive, He was involved i n many f i g h t s and s h o u t i n g matches and

o t h e r c h i l d r e n avoided him s a y i n g t h a t he was mean.

Repeatedly, David's i n t e r a c t i o n s w i t h o t h e r c h i l d r e n r e s u l t e d

i n h i s h u r t i n g and making them c r y . F o r i n s t a n c e , on s e v e r a l o c c a s i o n s

David became involved i n a game, A s t h e game p r o g r e s s e d and David was

l o s i n g , he a t t e m p t e d t o bend t h e r u l e s i n h i s f a v o r . When h i s

opponents p r o t e s t e d , David punched, k i c k e d , and used t h e s t r a n g l e - h o l d

a s a threat. Other t i m e s , David punched h i s c l a s s m a t e s f o r no a p p a r e n t

reason - he simply walked over t o them and a t t a c k e d . When asked f o r a

r e a s o n , he r e p l i e d t h a t t h e y "bugged" him.

David seldom a t t e n d e d group g a t h e r i n g s o r l e s s o n s . When

i n v i t e d t o j o i n , he answered i n d i g n a n t l y , " T h a t ' s s t u p i d " , o r "I h a t e

it", o r "I d o n ' t have t o " . I n s t e a d , he wandered about t h e classroom

n o t seeming t o become i n t e r e s t e d i n any p a r t i c u l a r a c t i v i t y . Or, he

walked c l o s e t o t h e c i r c l e where we s a t and poked and pinched t h e other,

children. Sometimes, when he seemed t o be a t t e n t i v e t o t h e group

d i s c u s s i o n s , he would s h o u t o u t h i s t h o u g h t s o r p r o t e s t a t i o n s from a

d i s t a n t p l a c e i n t h e classroom.

A t r e c e s s e s o r lunchbreaks, David s t o o d a l o n e a s o t h e r c h i l d r e n
 50
grouped t o g e t h e r f o r t h e i r p l a y . A l t e r n a t e l y , he met h i s o l d e r

b r o t h e r and f r i e n d s from a s i x t h grade c l a s s . A t t h e end of t h e

b r e a k s which he s p e n t w i t h t h e s e o l d e r boys, David e n t e r e d t h e c l a s s -

room d i s h e v e l e d , red-faced and p e r s p i r i n g . When asked what had hap-

pened, he would s t a t e t h a t he had been f i g h t i n g w i t h t h e o l d e r boys

and t h a t h e b e a t them up, b u t t h a t he "wasn't even h u r t " . When David

d i d n o t meet t h e o l d e r boys, he i n v a r i a b l y r e t u r n e d angry; he knocked

about c h a i r s and t a b l e s and equipment i n t h e classroom, p i c k e d f i g h t s

and c u r s e d whomever might be n e a r . The reason t h a t he was s o mad was

because a d u t y t e a c h e r "bossed" him on t h e playground and t h a t he

"could k i l l t h a t d u t y t e a c h e r " .

David was always r e l u c t a n t t o engage i n any w r i t t e n o r

problem-solving a c t i v i t i e s . The only t y p e of e x e r c i s e he r e q u e s t e d

was t h e f i l l - i n - t h e - b l a n k s worksheets. But o f t e n , he r e f u s e d t o do

t h e s e o r he t o r e them up b e f o r e he f i n i s h e d . For him, t h e day con-

s i s t e d of h a r a s s i n g c h i l d r e n , wandering around t h e classroom and

s t e a l t h i l y o r o t h e r w i s e h u r t i n g equipment o r c h i l d r e n .

I n t h e i n i t i a l d e s c r i p t i o n , David appeared t o be a s t u d e n t who

was b e l l i g e r e n t and a g g r e s s i v e ; a c h i l d who had no f r i e n d s , who d i d

n o t become engaged i n academic work, whose b e h a v i o r i n t e r f e r e d w i t h

t h e l e a r n i n g of o t h e r c h i l d r e n ; a c h i l d whose b e h a v i o r c o n s t i t u t e d a

'
major problem f o r t h e classroom t e a c h e r i n h e r a t t e m p t t o p r o v i d e an

atmosphere conducive t o l e a r n i n g .

Previous School D i f f i c u l t i e s

The i n v e s t i g a t o r spoke t o t h e p r i n c i p a l r e g a r d i n g D a v i d ' s

v i s i t s t o h i s o f f i c e d u r i n g D a v i d ' s f i r s t grade. The p r i n c i p a l s a i d

t h a t David seemed t o always be f i g h t i n g on t h e playground - with

younger and o l d e r c h i l d r e n . He s a i d t h a t David appeared i n h i s

o f f i c e a t l e a s t once p e r week a s a r e s u l t of h i s misconduct on t h e

playground o r i n t h e classroom d u r i n g b r e a k s , a s r e p o r t e d by duty

teachers, Each t i m e , David would s i t w i t h o u t s a y i n g much and l i s t e n

t o t h e p r i n c i p a l ' s l e c t u r e on f i g h t i n g . The p r i n c i p a l s a i d t h a t

David seldom e x p l a i n e d t h e whole i n c i d e n t c l e a r l y enough f o r him t o

u n d e r s t a n d what r e a l l y happened, b u t always David s e t t h e blame on

someone e l s e f o r h i s b e l l i g e r e n c e .

From speaking t o o t h e r s t a f f members about t h e i r e n c o u n t e r s

w i t h David d u r i n g h i s f i r s t g r a d e , t h e i n v e s t i g a t o r d i s c o v e r e d a

common p e r c e p t i o n among them. They saw David a s a r r o g a n t , stubborn,

cheeky, and p h y s i c a l l y a g g r e s s i v e . He seemed t o have "a c h i p on h i s

shoulder". He d i d n o t appear t o have any f r i e n d s . I t was a p p a r e n t

t o them t h a t c h i l d r e n seemed t o f e a r him and s t a y away from him. They

a l s o d e s c r i b e d t h e i r i n t e r a c t i o n s w i t h him a s f r u s t r a t i n g because he

would never do a s he was t o l d . For example, i f it was n o t t h e grade

o n e s ' t u r n t o be on t h e adventure playground on a p a r t i c u l a r day, t h e

d u t y t e a c h e r s ' reminding him of t h i s would always c a u s e him t o c u r s e

a t them and t e l l them t o mind t h e i r own b u s i n e s s . Some t e a c h e r s s a i d

t h e y p r e f e r r e d t o i g n o r e David, u n l e s s i n t e r v e n t i o n was n e c e s s a r y t o

p u l l him o f f some c h i l d he was f i g h t i n g .

D a v i d ' s f i r s t grade t e a c h e r , M r s . R., s a i d t h a t David was

"hard t o c o n t r o l " i n c l a s s . When s h e had t r o u b l e w i t h him, s h e s e n t

him o u t of t h e room i n t o t h e c o r r i d o r . T h i s s h e would need t o do a t

l e a s t once e v e r y day. She s a i d t h a t he was " b r i g h t enough b u t t h a t

 52

h i s unacceptable way of m a n i f e s t i n g h i s over-abundance of energy was

d i s t u r b i n g " t o h e r and t o t h e classroom r o u t i n e . David f r e q u e n t l y

p i c k e d on o t h e r c h i l d r e n , f o u g h t w i t h them, shouted o u t i n c l a s s , and

wandered about t h e classroom when he s h o u l d have been a t h i s desk

working. Many t i m e s , he answered back and was cheeky t o h e r . He d i d

n o t respond t o h e r when s h e d i r e c t e d him t o an a s s i g n e d a c t i v i t y .

I n s t e a d , he complained t h a t t h e o t h e r c h i l d r e n were bugging him and h e ,

t h e r e f o r e , could n o t do h i s work. A t t i m e s when David d i d work, s h e

s a i d i t was a p p a r e n t t h a t he rushed through it s o t h a t he could have

f r e e time t o " f o o l around". Rarely d i d he use h i s f r e e time t o do a

constructive a c t i v i t y .

Mrs. R. s a i d t h a t it was d i s c o u r a g i n g f o r h e r t o speak w i t h

D a v i d ' s p a r e n t s about p l a n n i n g ways f o r him t o become more i n t e r e s t e d

i n school. A f t e r r e p e a t e d a t t e m p t s a t working w i t h them, s h e came t o

b e l i e v e t h a t t h i s was a waste of time because t h e y expected t h i s k i n d

of behavior from t h e i r young boys, and, a s l o n g a s David was l e a r n i n g

j u s t enough t o keep up w i t h h i s grade, t h e y were happy.

When D a v i d ' s p r e v i o u s r e c o r d s w e r e viewed, t h e r e - w a s l i t t l e

i n d i c a t i o n i n them t h a t David was t h e s t u d e n t v e r b a l l y d e s c r i b e d by

M r s . R. When asked a b o u t t h i s she s a i d t h a t s h e and h e r p r i n c i p a l a t

t h a t time chose n o t t o r e c o r d d i s p a r a g i n g remarks on w r i t t e n r e p o r t s

t o p r e v e n t s t i g m a t i z i n g David f o r f u t u r e t e a c h e r s o r s c h o o l adminis- '

trators. S i n c e David was accomplishing minimal, b u t p a s s a b l e academic

t a s k s , s h e found no d i s c r e p a n c y i n t h i s d e c i s i o n .
 ASSESSNENT OF THE SUBJECT WITH IiESTECT
TO THE SELECTION CRITERIA

The S u b j e c t ' s Behavior D i f f i c u l t i e s

Impeded h i s Learning

There was evidence i n t h e c o n t e n t of David's p r e v i o u s

t e a c h e r ' s d e s c r i p t i o n o f him i n t h e classroom t o i n d i c a t e t h a t he had

been behaving i n ways which prevented h i s being engaged i n t h e

learning process. The i n v e s t i g a t o r n o t i c e d t h a t David was showing

s i m i l a r b e h a v i o r s i n t h e beginning of h i s second grade which seemed

consistent with M r s . R . ' s description.

During t h e months of September and October o f h i s second grade,

t h e i n v e s t i g a t o r n o t i c e d t h a t David s p e n t most of h i s day wandering

about t h e classroom, seldom remaining i n one p l a c e long enough t o

become engaged i n an a c t i v i t y . He never a t t e n d e d t e a c h e r - d i r e c t e d

lessons o r discussions. I n s t e a d , he roamed from c e n t e r t o c e n t e r ,

sometimes s h o u t i n g o b s c e n i t i e s a s a g a t h e r i n g o f o t h e r s t u d e n t s

proceeded.

Whenever a t a s k was assigned, David b l u r t e d o u t t h a t it was

s t u p i d , o r t o o easy. O r , he attempted t h e t a s k b u t i n v a r i a b l y t o r e it

up b e f o r e f i n i s h i n g , s a y i n g t h a t he d i d n o t have t o do anything i f he

d i d n o t want t o .

The S u b j e c t ' s Behavior I n t e r f e r e d with t h e

Learning P r o c e s s o f o t h e r Students

A s David roamed about t h e classroom, he pinched, poked o r

punched h i s c l a s s m a t e s . He complained t h a t they were "bugging" him

s o he had t o s t o p them. Observation by t h e i n v e s t i g a t o r r e v e a l e d t h a t

t h e r e was f r e q u e n t l y no provocation from h i s c l a s s m a t e s t o i n i t i a t e

h i s attacks. He simply walked over t o them s t e a l t h i l y and s t r u c k .

The Subjec:tls Behavior Sidetracked

t h e Teacher

I n o r d e r t o allow f o r l e a r n i n g t o be p o s s i b l e f o r t h e c h i l d r e n

i n t h e classroom, t h e t e a c h e r had t o spend a g r e a t amount of time

d e a l i n g w i t h t h e s u b j e c t ' s o v e r t behavior. I t was necessary t o

p h y s i c a l l y r e s t r a i n t h e s u b j e c t , on o c c a s i o n , from h u r t i n g another

c h i l d o r t o i n t e r r u p t an i n t e r a c t i o n w i t h o t h e r c h i l d r e n t o speak w i t h

the subject.

Also, t h e s u b j e c t ' s behavior made " t e a c h i n g " him n e a r l y impos-

sible. H e r e f u s e d t o engage i n l e a r n i n g a c t i v i t i e s designed f o r t h e

c l a s s , o r f o r him s p e c i f i c a l l y . When s m a l l group a c t i v i t i e s were

organized, David o c c a s i o n a l l y joined a group, b u t always t h i s r e s u l t e d

i n David's h u r t i n g someone because t h e y r e f u s e d t o l i s t e n t o h i s

directions. During t h o s e times i n which t h e t e a c h e r s p e n t w i t h him on

a one t o one b a s i s , David r a r e l y responded t o c u r r i c u l a r i n s t r u c t i o n by

the teacher. I n s t e a d , he c h a t t e d t o h e r about h i s e l d e s t b r o t h e r , t h e

family weekends a t t h e i r c o t t a g e , and h i s concern about d e a t h and

s c a r y animals o r f i c t i o n a l c r e a t u r e s and monsters.

FAMILY BACKGROUND

The information about David's family background was o b t a i n e d

from h i s p a r e n t s a t a p a r e n t - t e a c h e r conference i n November, 1978. At

t h i s time, both p a r e n t s a r r i v e d t o meet t h e t e a c h e r who, they had heard

from David, was "a n i c e t e a c h e r " . Mrs. X seemed d e l i g h t e d t h a t David

liked h i s teacher. Mr. X was s k e p t i c a l and s a i d a s much. He pro-

t e s t e d t h a t i f David l i k e d h i s t e a c h e r , t h a t meant. t h a t s h e would n o t

" c o n t r o l " him o r t h a t s h e was " t o o e a s y " , p r o b a b l y a l l o w i n g him t o do

whatever he p l e a s e d and t h a t t h i s was n o t good. He continued t o s a y

t h a t he b e l i e v e d t h a t a l l l i t t l e boys a r e bad. They needed t o be

punished r e g u l a r l y i n o r d e r t o be k e p t i n c o n t r o l . Unless David's

t e a c h e r s "punished" him, he had no chance t o l e a r n p r o p e r b e h a v i o r ,

Mr. X d e s c r i b e d h i s own childhood i n Guatemala w i t h d i s d a i n ,

b u t s i n c e he " t u r n e d o u t a l l r i g h t " , he b e l i e v e d t h a t he should r e l y

on t h e same h a r s h punishment t e c h n i q u e s i n r e a r i n g h i s own t h r e e sons.

He proceeded t o a t t e m p t t o convince t h e t e a c h e r t h a t s h e would do w e l l

w i t h David i f s h e t o o c o n s i d e r e d h a r s h punishment a s a d e t e r r e n t t o

David's "bad" b e h a v i o r .

During t h e c o u r s e of t h e c o n f e r e n c e , M r . X reiterated i n a

v a r i e t y o f ways h i s p e s s i m i s t i c view of l i f e - u s i n g t h e news of t h e

world, h i s l a b o r union s t r i k e s , and t h e "permissive school system" a s

examples o f o u r "no hope f u t u r e " . H i s way of coping w i t h t h e i m -

pending doom was t o e a r n a s much money a s p o s s i b l e and t h e n move o u t

of t h e c i t y . To a c h i e v e t h e s e e n d s , he h e l d two jobs and on weekends

worked on t h e c o n s t r u c t i o n of a home i n a s m a l l town s o u t h o f

Richmond, B.C. He complained t h a t it was j u s t t o o expensive t o l i v e

and t h a t he wanted h i s boys t o l e a r n e a r l y i n t h e i r l i v e s t h a t n o t h i n g '

comes e a s i l y . With b o t h j o b s keeping him o u t o f t h e home s o much, he

f e l t he might have been n e g l e c t i n g t h e boys, b u t h i s work had t o come

f i r s t f o r t h e i r own good, t o o .

T h e i r e l d e s t son, Robert, q u i t school a t t h e age o f 16, a f t e r

 56

having c r e a t e d an e x t e n s i v e f i l e i n t h e s c h o o l p s y c h o l o g i s t ' s o f f i c e .

He was r e p e a t e d l y t r u a n t , was i n v o l v e d w i t h vandalism, a l c o h o l and

drugs. H i s mother f u r t h e r complained t h a t s i n c e he dropped o u t of

s c h o o l , he had done l i t t l e t o s e a r c h f o r employment. I n s t e a d , he

h a b i t u a l l y s l e p t i n and u s u a l l y s p e n t h i s days w i t h f r i e n d s j u s t

d r i v i n g around. Mr. X i n t e r j e c t e d t h a t h i s "hoodlum" f r i e n d s were

h i s worst i n f l u e n c e .

Mr. X a l s o noted t h a t u n f o r t u n a t e l y David i d o l i z e d h i s e l d e s t

b r o t h e r and a t t e m p t e d t o emulate him t h r o u g h h i s bad b e h a v i o r .

T h e i r middle son, P a u l , was e l e v e n y e a r s o l d , i n s i x t h grade.

Mr. X d e s c r i b e d him a s n o t a s "bad" a s David, b u t a l s o n o t a s "smart".

He s a i d t h a t he thought David l e a r n e d t o r e a d more q u i c k l y t h a n P a u l ,

t h a t he g e n e r a l l y had "more on t h e b a l l " t h a n Paul. P a u l was having

trouble i n school. He was b e g i n n i n g t o become i n v o l v e d w i t h boys who

were c o n s i d e r e d "rowdy trouble-makers". D a v i d ' s f a t h e r saw "more hope

f o r David" because David would a t l e a s t r e a d and w r i t e a t home; P a u l ,

on t h e o t h e r hand, watched T.V. o r roamed about t h e neighborhood w i t h

h i s trouble-making f r i e n d s .

Mrs. X shook h e r head and s i g h e d a s s h e spoke o f j u s t how hard

it was f o r h e r t o be r a i s i n g t h e s e t h r e e boys. She s a i d it was

n e c e s s a r y f o r h e r t o work i n o r d e r f o r them t o make ends meet f i n a n -

c i a l l y , b u t t h a t s h e would p r e f e r t o b e home knowing t h a t w i t h o u t

proper s u p e r v i s i o n , h e r boys were "going a l i t t l e wild". She was

worried about t h e i r b e h a v i o r i n t h e morning and a f t e r s c h o o l ( s h e l e f t

f o r work b e f o r e t h e y l e f t f o r s c h o o l and r e t u r n e d home a t 5:30 each

day). She was a l s o concerned about t h e i r e a t i n g h a b i t s ; p a r t i c u l a r l y

 57

David's. He craved sweets and although she h i d them from him, he

managed t o f i n d them. By t h e time dinner was ready, David would be

t o o f u l l o f cookies, c a n d i e s , and s o f t d r i n k s f o r him t o e a t a

balanced meal. She i n d i c a t e d t h a t by n o t buying sweets a t a l l , David

might have been l e d t o s t e a l candy b a r s from t h e l o c a l market,

Both M r . and M r s . X b e l i e v e d t h a t t h e school system was

allowing c h i l d r e n t o run f r e e and t h a t t h e s t r a p should be r e i n c o r -

p o r a t e d a s a means of d i s c i p l i n e . Mr. X suggested t o t h e t e a c h e r t h a t

f o r h e r own s a n i t y a s w e l l a s f o r David's well-being she should begin

t o use some forms o f punishment ( " a t l e a s t make him k n e e l i n t h e

corner") whenever he fought w i t h another c h i l d o r whenever he was

d i s r e s p e c t f u l of the t e a c h e r ' s authority.

The i n v e s t i g a t o r d i d d e s c r i b e t o David's p a r e n t s t h a t he o f t e n

became involved i n p h y s i c a l a l t e r c a t i o n s w i t h o t h e r c h i l d r e n and o f t e n

was cheeky w i t h t h e s u p e r v i s i n g t e a c h e r s d u r i n g breaks i n t h e day. In

o r d e r t o check a l l p o s s i b l e r e a s o n s f o r David's i r r i t a b i l i t y , t h e

i n v e s t i g a t o r suggested t h a t h i s p a r e n t s have him undergo a complete

p h y s i c a l examination by a p h y s i c i a n . Mrs. X s a i d t h a t s h e , t o o , had

been concerned and i n August of t h e c u r r e n t y e a r she had t a k e n him t o

t h e i r family d o c t o r . H i s r e p o r t was t h a t David's p h y s i c a l h e a l t h was

good, t h a t he probably was "one of t h e many o v e r a c t i v e c h i l d r e n of o u r

modern world". He d i d a d v i s e t h a t David s t a y away from sweets a s much

a s p o s s i b l e and t h a t h i s mother s t r i v e t o have him e a t well-balanced

meals.

The p a r e n t s ended t h e i r conference with t h e i n v e s t i g a t o r i n two

d i f f e r e n t ways. Mrs. X expressed h e r r e l i e f t h a t David had a t e a c h e r

who was going t o take time t o understand him. On t h e o t h e r hand,

Mr. X l e f t r e i t e r a t i n g t h e message t h a t h e was most s k e p t i c a l of a l l

t h i s "understanding s t u f f " , t h a t t h e o n l y method t h a t r e a l l y worked

w i t h bad boys was punishment - a l l e l s e was a waste o f time.

DIAGNOSIS

According t o Purkey's (1978) " r e a d i n g behavior backwards"

( s e e chap. I, p. 4 of t h i s s t u d y ) and a c c o r d i n g t o Raths' (1972)

gross b e h a v i o r i n d i c a t i o n s o f unmet emotional needs ( s e e chap. 2 ,

p. 32 o f t h i s s t u d y ) , David, a s shown by t h e c o l l e c t e d d a t a , was

found t o b e burdened by emotional problems. He r e a c t e d a g g r e s s i v e l y

i n s i t u a t i o n s w i t h c h i l d r e n , t e a c h e r s , and c u r r i c u l a r t a s k s . He was

ignored by c h i l d r e n because t h e y thought him mean. H e chose t o

remain a l o n e when groups g a t h e r e d f o r c u r r i c u l a r o r f u n a c t i v i t i e s .

He p u l l e d away from t h e t e a c h e r ' s show o f a f f e c t i o n . He seemed

unhappy most o f t h e time.

I t was acknowledged by t h e i n v e s t i g a t o r t h a t David's behaviors

were a l s o s e e n i n o t h e r c h i l d r e n o f h i s p e e r group; however, t h e

frequency and i n t e n s i t y of t h e behaviors were much g r e a t e r w i t h David.

The i n v e s t i g a t o r observed t h a t h e r d i a g n o s i s o f David's behavior was

extremely c l o s e t o Raths' d e s c r i p t i o n o f c h i l d r e n ' s behavior when one

o r more emotional needs a r e unmet: " I n a l l f i v e o f t h e s e extreme forms

of b e h a v i o r , an observer c l o s e t o t h e c h i l d n o t i c e s t e n s i o n and s t r a i n ,

cg~ absence of t h a t i n t e r n a l s e n s e of well-being. Moreover, a l l of

t h e s e k i n d s o f behavior seem t o i n t e r f e r e w i t h l e a r n i n g . The c h i l d

c o n t i n u e s t o a c t upon h i s impulses w i t h l i t t l e r a t i o n a l i t y . He d o e s n ' t

seem t o have come t o terms w i t h himself and h i s own needs; he i s

u n l i k e l y t o be poised enough t o look a t a l t e r n a t i v e s and t o choose

from them. There i s a r e v e a l i n g of behavior t h a t seems immature."

(Raths, 1972, p. 5 ) .

The purpose of t h i s s t u d y was t o show, u s i n g a case s t u d y

approach, how c e r t a i n t e a c h i n g s t r a t e g i e s were a p p l i e d by a t e a c h e r t o

a s t u d e n t w i t h behavior problems and t o show how t h e t e a c h e r coped

w i t h h e r s t r e s s a s she worked w i t h t h e s t u d e n t . The study was c a r r i e d

o u t i n a r e g u l a r classroom s e t t i n g ; t h e r e f o r e , a l l t h e a s p e c t s o f t h e

s t u d y a r e r e l a t e d t o o r a r e a p p r o p r i a t e f o r a classroom s i t u a t i o n .

The method of d i a g n o s i s employed i n t h e s t u d y i s consequently based on

d a t a c o l l e c t e d w i t h i n t h e c o n f i n e s o f t h e t e a c h i n g s t r u c t u r e and not

t h e kind o f d i a g n o s i s t h a t might be used i n a psychotherapeutic

situation. I t i s a d i a g n o s i s t o be used a s a "working hypothesis",

t o a s s i s t the teacher i n s e t t i n g desirable goals f o r the teacher's

i n t e r a c t i o n s with the student. T h i s d i a g n o s i s i s not intended t o be

c l i n i c a l i n n a t u r e , b u t i s based upon Raths' t h e o r y of emotional needs

which i s i n t e n d e d f o r use by classroom t e a c h e r s (Raths, 1972).

Diagnostic Procedures

The s t e p s f o r t h e d i a g n o s t i c procedures used i n t h i s s t u d y

w e r e o r i g i n a l l y i d e n t i f i e d by Raths and B u r r e l l a s follows (Raths

and B u r r e l l , 1963):

1. Observation o f behavior i n t h e classroom;

2. C o l l e c t i o n of background d a t a from p a r e n t conferences,

school r e c o r d s , d i s c u s s i o n s w i t h s t u d e n t ;
 60

3. Identification of behavioral patterns as chronic;

4. Ruling out physical causes as contributi,ngto the

behavior;

5. Identification of behavioral patterns as related to unmet

emotional needs;

6. Formulation of hypothesis with respect to those emotional

needs which seem seriously deprived.

Following the steps in the diagnostic procedures, the investi-

gator observed that David's behavior was unusual and that his behavior

interfered with his learning and with the learning process of other

children in the classroom. The investigator then collected background

data from David's parents at a conference with them, from David's

first grade teacher, from the principal of the school during David's

first grade year, and from other teachers on staff who were acquainted

with David as a result of their encounters with him during recess and

lunch breaks on the playground. This background information appears

on pages 50 to 58 of this study.

The investigator then analyzed the data collected and hypoth-

esized that the behaviors observed in the classroom and the behavior

on the playground described by the other staff and herself charac-

terized what Raths identifies as "aggressive" behavior (Raths, 1972).

For the purpose of validating this hypothesis, the investigator

administered a Teacher-Rating instrument to two teachers who had close

contact with David during his previous year at this school and also
the current year of this study, This instrument (See Appendix) was

originally used by Wassermann in a study which attempted to identify

 61

c h i l d r e n who manifested t h i n k i n g - r e l a t e d b e h a v i o r s (Wassermann, 1962).

I t was f u r t h e r modified f o r u s e w i t h p u p i l s m a n i f e s t i n g n e e d s - r e l a t e d

b e h a v i o r s i n t h e study done by I d e (1975).

The i n s t r u m e n t c o n s i s t s of d e t a i l e d d e s c r i p t i o n s of f i v e

b e h a v i o r s ( r e g r e s s i o n , a g g r e s s i o n , submission, withdrawing, psycho-

somatic symptoms of i l l n e s s ) , each of which may be t h e r e s u l t of

f r u s t r a t i o n o f one o r more o f t h e emotional needs i d e n t i f i e d by Raths

(1972). A copy of each of t h e s e f i v e d e s c r i p t i o n s of behavior were

shown t o e a c h t e a c h e r . Both t e a c h e r s and t h e i n v e s t i g a t o r chose t h e

d e s c r i p t i o n of c h r o n i c a l l y " a g g r e s s i v e " b e h a v i o r a s t h e most r e p r e -

s e n t a t i v e o f David's behavior w i t h i n t h e classroom s e t t i n g , on t h e

playground, and i n t h e c o r r i d o r s .

I n o r d e r t o e l i m i n a t e p h y s i c a l o r medical problems a s a cause

o f D a v i d ' s b e h a v i o r , t h e i n v e s t i g a t o r spoke t o D a v i d ' s p a r e n t s

regarding h i s physical health. The s c h o o l medical r e c o r d s were

perused and t h e school n u r s e c o n s u l t e d . When p h y s i c a l and medical

c a u s e s f o r h i s behavior were r u l e d o u t , t h e h y p o t h e s i s was t h e n

g e n e r a t e d t h a t David's r e p e a t e d a g g r e s s i v e b e h a v i o r s were l i k e l y

m a n i f e s t o f some unmet emotional needs.

The i n v e s t i g a t o r t h e n s e t about t o t r y t o d e t e r m i n e which of

D a v i d ' s needs were b e i n g c h r o n i c a l l y unmet. By u s i n g Raths'

d e s c r i p t i o n s o f c h i l d r e n m a n i f e s t i n g p a r t i c u l a r unmet needs a s a

comparison w i t h David's b e h a v i o r , t h e i n v e s t i g a t o r hypothesized t h a t

David's b e h a v i o r was p o s s i b l y a f f e c t e d by unmet needs i n t h r e e

emotional a r e a s : t h e need f o r s h a r i n g and s e l f - r e s p e c t , t h e need f o r

belonging, and t h e need f o r l o v e and a f f e c t i o n .

Raths: The Child with an Unmet Need
f o r Sharing and S e l f - r e s p e c t

This c h i l d may f e e l t h a t everybody i s t r y i n g t o c o n t r o l h i s

l i f e ; he may f e e l t h a t h e i s n o t r e s p e c t e d a s a person. Such a c h i l d

may a c t i n d i f f e r e n t and a p a t h e t i c toward group a c t i v i t i e s and members

o f t h e group. O r , he may seem t o be f r e q u e n t l y r e b e l l i o u s o r d i s o -

b e d i e n t toward p a r e n t s , b r o t h e r s and s i s t e r s , t e a c h e r s , f r i e n d s and

schoolmates. This c h i l d may c o n t r a d i c t people who a r e t a l k i n g ,

p a r t i c u l a r l y i f he has n o t been asked t o p a r t i c i p a t e i n t h e conver-

sation or activity. He may p r e t e n d t o be an a u t h o r i t y on any s u b j e c t

under d i s c u s s i o n , i n t e r r u p t i n g c o n v e r s a t i o n s t o g i v e information.

Sometimes t h i s c h i l d r e v e a l s t h a t he would l i k e c h i l d r e n t o

cooperate w i t h him b e t t e r ; t h a t he wishes they would n o t want t h e i r

way a l l t h e time. I n h i s a t t e m p t t o be heard, he f r e q u e n t l y engages

i n boasting. He may " b u t t i n " a t any time, imposing h i s l e a d e r s h i p

on t h e group i n a d i c t a t o r i a l manner. He may s t e a l and disobey

instructions.

T h i s c h i l d seems t o be f i g h t i n g t o c o n t r o l h i s own l i f e - he

wants t o s h a r e i n t h e d e c i s i o n s which a f f e c t him. He f e e l s confused,

bewildered, r e s e n t f u l , and discouraged.

~ e s c r i p t i o nof David. E a r l y i n September, David s t o o d a l o n e ,

while o t h e r c h i l d r e n teamed f o r games d u r i n g r e c e s s and lunch breaks.

H i s comment o f t e n was "Who c a r e s about t h o s e s t u p i d games anyway" o r

"Who wants t o p l a y w i t h them, t h e y cheat". He t h e n played by himself

on t h e adventure playground a p p a r a t u s - o f t e n t e a s i n g younger c h i l d r e n

u n t i l t h e y c r i e d , and a s u p e r v i s i n g d u t y t e a c h e r i n t e r v e n e d . Then

he complained t h a t t h e duty t e a c h e r was bossy and s t u p i d f o r

speaking h a r s h l y t o him. Sometimes he asked f o r permission t o s t a y

i n s i d e and p l a y alone. This o f t e n r e s u l t e d i n h i s b e i n g "caught"

(by t h e s u p e r v i s i n g d u t y t e a c h e r ) f o r being involved i n some mischief.

A t t h e s e t i m e s , h e r a n around t h e classroom, knocked over equipment and

t o s s e d around s u p p l i e s , c u r s i n g t h e d u t y t e a c h e r .

During c l a s s t i m e , David never a t t e n d e d a group g a t h e r i n g .

However, f r e q u e n t l y he shouted o u t h i s opinions about t h e s u b j e c t

under d i s c u s s i o n . Whenever a s t u d e n t brought t o t h e classroom an

i n t e r e s t i n g o b j e c t , David i n v a r i a b l y shouted o u t t h a t he had one a t

home t o o and h i s was "a thousand times b e t t e r " . Attempts made by t h e

t e a c h e r o r o t h e r s t u d e n t s t o i n v i t e David t o t h e group were always

rebuked "Group i s s t u p i d " , "I d o n ' t have t o go i f I d o n ' t want t o " ,

"Nobody can make me go t o group i f I d o n ' t want to".

On t h e o c c a s i o n s t h a t David became involved i n a game w i t h

o t h e r c h i l d r e n i n t h e classroom, t e a r s and f i g h t i n g r e s u l t e d . David

would have attempted t o f o r c e t h e game h i s way. The o t h e r c h i l d r e n

would have p r o t e s t e d h i s f o r c e f u l n e s s . David r e s o r t e d t o p h y s i c a l

a c t i o n t o win h i s way. He complained t h a t it was t h e i r f a u l t t h a t he

fought them because t h e y d i d not l i s t e n t o him and he was t h e only one

who r e a l l y knew t h e r u l e s - "They're a l l c h e a t e r s " , "Who wants t o p l a y

w i t h them anyway !"

Raths: The Child w i t h an Unmet Need

f o r Belonging

T h i s i s t h e c h i l d who f e e l s unwanted and neglecfed. H e feels

 64

l e f t o u t , r e j e c t e d , o r f e e l s t h a t something is wrong with him. He

does n o t have f r i e n d s nor i s h e a p a r t of any group.

He wishes f o r f r i e n d s , b u t w i t h each r e j e c t i o n he b e g i n s t o

f e e l d i f f e r e n t from o t h e r s . A s a r e s u l t , t h i s c h i l d may develop a

"sour grapes" a t t i t u d e ("Who wants t o be f r i e n d s w i t h them anyway?");

t h e r e b y , s e t t i n g him even f u r t h e r a p a r t from t h o s e w i t h whom he would

r e a l l y l i k e t o be. Usually l e f t on t h e p e r i p h e r y of a c t i v i t y , t h i s

c h i l d may daydream o r spend much of h i s time occupied with s o l i t a r y

tasks.

F r u s t r a t e d by h i s l o n e l i n e s s , t h i s c h i l d may seek t o f o r c e h i s

way i n t o a group. O r else', when he i s i n v i t e d t o j o i n i n , he may

rebelliously refuse the offer. When he becomes r e b e l l i o u s o r d e f i a n t

i n t h e classroom, t h e t e a c h e r may r e a c t by p l a c i n g him i n t h e c o r r i d o r ,

i n t h e cloakroom, o r i n t h e p r i n c i p a l ' s o f f i c e . The t e a c h e r may a l s o

make t h e c r i t i c i s m of t h i s c h i l d p u b l i c and p e r s o n a l - "You're always

fighting. No wonder t h e k i d s d o n ' t l i k e you." He f e e l s s e t a p a r t

from t h e o t h e r s and they may begin t o f e e l j u s t i f i e d i n keeping him

o u t o f t h e group - particularly s i n c e t h e t e a c h e r i s a l s o keeping him

out.

This child begins t o f e e l lonely, deserted, insecure. More

t h a n anything, he would l i k e t o have a b e s t f r i e n d and f e e l one w i t h

t h e group. He would l i k e t o f e e l welcomed and a t ease w i t h h i s group.'

But he f e e l s h e l p l e s s and unwanted. H e f e e l s t h a t he i s i n some way

d i f f e r e n t from t h e o t h e r s . He i s "crying on t h e i n s i d e " .

D e s c r i p t i o n o f David. David o f t e n mentioned t o h i s t e a c h e r

t h a t t h e r e were no c h i l d r e n i n h i s apartment block t h a t he l i k e d t o

p l a y w i t h and t h a t h i s mother d i d n o t want him t o wander o f f t o o t h e r

b l o c k s when s h e was n o t home, nor could he i n v i t e anyone t o h i s

apartment when s h e was n o t home. By t h e t i m e she d i d a r r i v e home a t

6:00, it was t o o l a t e ( s h e s a i d ) f o r David t o v i s i t anyone e l s e i n

another block. He s a i d he was bored w i t h o u t f r i e n d s and o t h e r k i d s

had f r i e n d s , s o why c o u l d n ' t he?

During h i s f i r s t g r a d e , David was s e n t t o t h e p r i n c i p a l ' s

o f f i c e numerous t i m e s f o r misbehaving on t h e playground. He t o l d h i s

t e a c h e r t h i s and s a i d t h a t now he didn't l i k e t o go o u t s i d e because

someone always bugged him and he would f i g h t and a s u p e r v i s i n g t e a c h e r

always s e n t him t o t h e o f f i c e f o r punishment. He s a i d t h a t he

p r e f e r r e d t o s i t i n t h e classroom d u r i n g b r e a k s , p a r t i c u l a r l y i f he

could be a l o n e , t h a t way no one would bug him and he would n o t have t o

f i g h t and would n o t have t o b e s e n t t o t h e p r i n c i p a l ' s o f f i c e . But he

knew he c o u l d n o t s t a y i n because it was a g a i n s t t h e s c h o o l r u l e s t o

s t a y i n d u r i n g r e c e s s and l u n c h breaks. He r e s i g n e d h i m s e l f t o going

o u t s i d e and g e t t i n g i n t o t r o u b l e .

Raths: The C h i l d w i t h t h e Unmet Need

f o r Love and A f f e c t i o n

T h i s i s t h e c h i l d who i n many d i f f e r e n t ways i s s e e k i n g human

warmth, t h e l o v e and a f f e c t i o n t h a t is u s u a l l y e x p e r i e n c e d a t home

w i t h p a r e n t s , b r o t h e r s and sisters. Without an adequate amount o f

t h i s l o v e and a f f e c t i o n a t home, t h e c h i l d o f t e n d e m o n s t r a t e s t h i s

need a t s c h o o l . He may openly e x p r e s s a d e s i r e f o r d e m o n s t r a t i o n s o f

a f f e c t i o n by f r e q u e n t l y r e q u e s t i n g t o h o l d h i s t e a c h e r ' s hand, o r t o
 66

d i t on t e a c h e r ' s lap. He may a s k , "Do you l i k e me b e s t ? " o r he may

exclaim, "You h a t e me!'' This c h i l d may behave a g g r e s s i v e l y o r submis-

s i v e l y , b u t e i t h e r way, he i s f e e l i n g n e g l e c t e d .

D e s c r i p t i o n of David. Raths s t a t e s t h a t , "With t h e elementary

school c h i l d t h e need f o r l o v e and a f f e c t i o n i s almost e x c l u s i v e l y a

family m a t t e r . The warmth and a f f e c t i o n i s family-shared (Raths, 1972,

p.51). I n David's family, t h e r e seemed t o be an absence of warmth and

l o v i n g a t home. I n s t e a d , h i s home environment seemed " h o s t i l e " and

t h r e a t e n i n g , a t l e a s t while t h e f a t h e r was t h e r e . During t h e con-

f e r e n c e w i t h David's p a r e n t s ( s e e chap. 3 p. 55 o f t h i s s t u d y ) , h i s

f a t h e r was adamant about t h e reward and punishment method of r a i s i n g

c h i l d r e n and was convinced t h a t h i s boys were "bad", t h a t t h e y a l l

r e q u i r e d a heavy handed c o n t r o l . He d i d n o t seem a b l e t o convey much

l o v e t o them. Although David's mother appeared much warmer, h e r

presence a t home was minimal and probably was n o t f e l t a t a l l when t h e

f a t h e r was home, too. I t seemed d o u b t f u l t h a t D a v i d ' s need f o r love

and a f f e c t i o n was being adequately met w i t h h i s family.

TEACHING STRATEGIES

The t e a c h i n g s t r a t e g i e s used i n t h i s s t u d y were based on

Raths' h y p o t h e s i s t h a t unmet emotional needs may cause s t u d e n t s t o

behave i n ways which i n t e r f e r e w i t h t h e i r l e a r n i n g ; t h a t meeting t h o s e

emotional needs w i l l cause t h e behaviors t o d i m i n i s h and, i n t u r n ,

make l e a r n i n g p o s s i b l e . Following t h i s h y p o t h e s i s , t h e o b j e c t i v e s of

t h e t e a c h i n g s t r a t e g i e s were planned f o r t h e s u b j e c t : t o attempt t o

 67

meet t h o s e emotional needs i d e n t i f i e d i n t h e d i a g n o s i s ; s p e c i f i c a l l y ,

t h e need f o r belonging, t h e need f o r s h a r i n g and s e l f - r e s p e c t , and t h e

need f o r l o v e and a f f e c t i o n . By meeting t h o s e emotional needs,

according t o Raths' h y p o t h e s i s , t h e s t u d e n t would show a change i n

frequency and i n t e n s i t y i n h i s a g g r e s s i v e b e h a v i o r s and would respond

more r e a d i l y t o l e a r n i n g s i t u a t i o n s i n t h e classroom.

The d i a g n o s t i c p r o c e d u r e s f o r t h i s c a s e s t u d y were c a r r i e d

o u t d u r i n g September through December of t h e s c h o o l y e a r . Teaching

s t r a t e g i e s based upon R a t h s ' Needs Theory (1972) were c a r r i e d o u t

d u r i n g t h e s i x month p e r i o d , J a n u a r y through June.

CO2ING STRATEGIES

By following Raths' suggestion t h a t the teacher record

i n c i d e n t s each day between t h e t r o u b l e d c h i l d and o t h e r s t u d e n t s and

between t h e c h i l d and h e r s e l f , t h e t e a c h e r was a b l e t o analyze t h e

e v e n t s i n t h e day a f f e c t i n g t h e l e a r n i n g p r o c e s s f o r t h e c h i l d and t h e

teaching process f o r t h e teacher. With t h e s e d a t a , a l s o , t h e t e a c h e r

was a b l e t o monitor h e r i n n e r f e e l i n g s about t h e i n t e r a c t i o n p r o c e s s

which s h e employed. T h i s gave h e r deeper i n s i g h t i n t o how she was

being a f f e c t e d by t h e s t u d e n t ' s b e h a v i o r - how h e r v a l u e s were b e i n g

t a x e d , how h e r e x p e c t a t i o n s were a p p r o p r i a t e sometimes and how t h e y

were n o t a t o t h e r t i m e s f o r t h i s a g g r e s s i v e c h i l d . These d a t a a l s o

f o r c e d h e r t o r e f l e c t on each day, p l a c i n g i n t o r e a l i s t i c p e r s p e c t i v e

t h e day-to-day p r o c e s s of slow change t h a t t h e t e a c h e r found

n e c e s s a r y t o keep i n s i g h t i n o r d e r t h a t she was encouraged t h a t a

change was being e f f e c t e d . Without t h i s p e r s p e c t i v e , t h e t e a c h e r

 68

f e l t t h a t h e r e f f o r t s were f u t i l e d u r i n g t h e e a r l i e r p e r i o d , from

September t o December.

Knowing t h a t t h e s e f e e l i n g s of f u t i l i t y w e r e i n t e r f e r i n g w i t h

e f f e c t i v e i n t e r a c t i o n w i t h t h e s u b j e c t , t h e i n v e s t i g a t o r chose t o

r e c o r d and r e f l e c t on each d a y ' s important i n c i d e n t s f o r t h e p e r i o d of

January t o June of t h e study.

The o b j e c t i v e s f o r t h e coping s t r a t e g i e s were t o monitor t h e

proceedings on a day t o day b a s i s s o t h a t t h e t e a c h e r would have a

r e a l i s t i c , o b j e c t i v e view of t h e changes she i n t e n d e d t o e f f e c t ; t o

gain a deeper understanding of t h e t e a c h e r ' s f e e l i n g s s o t h a t h e r

f r u s t r a t i o n could be analyzed i n o r d e r t o c l e a r h e r mind f o r t h e n e x t

day; t o be very aware o f t h e t y p e s of t e a c h i n g s t r a t e g i e s which were

e f f e c t i v e and t h o s e which were not.

THE ANECDOTAL RECORDS

Anecdotal r e c o r d s of David's classroom behavior and t e a c h e r ' s

d i a l o g u e w i t h him were k e p t each day from January 3 t o March 23, 1978.

Following each d e s c r i p t i o n of t h e s i t u a t i o n and t h e v e r b a l i n t e r a c t i o n

a r e 1) an i n t e r p r e t a t i o n by t h e t e a c h e r o f David's behavior, and

2) a d e s c r i p t i o n of t h e t e a c h e r ' s f e e l i n g s aroused by t h e i n t e r -

a c t i o n o r behavior.

Following t h e above-mentioned time p e r i o d i s a s e c t i o n devoted'

t o a second a n a l y s i s o f David's o v e r a l l behavior i n o r d e r t o determine

i f any changes had occurred s i n c e t h e beginning of t h e study. Also i n

t h i s s e c t i o n i s an examination of t h e n a t u r e of t h e i n t e r p r e t a t i o n s

made by t h e t e a c h e r t o ensure t h e i r r e l e v a n c e i n t e r m s o f David's unmet

 69

emotional needs. Third, i n t h i s s e c t i o n t h e i n v e s t i g a t o r examined

h e r f e e l i n g s a s a t e a c h e r i n h e r endeavors t o h e l p David, t o be a b l e

t o i d e n t i f y any p o s s i b l e r e s i s t e n c e t h a t may have been p r e v e n t i n g h e r

from r e a l l y h e l p i n g David. P l a n s and o b j e c t i v e s were a l s o o u t l i n e d

s o t h a t t h e t e a c h e r ' s i n t e r a c t i o n s were c l e a r l y s t a t e d f o r t h e

remainder o f t h e s c h o o l term w i t h David.

The l a s t t h r e e months o f t h e s c h o o l term, March 23 t o June 27,

1979 a r e o u t l i n e d i n t h e same format a s t h e f i r s t three-month p e r i o d

(i.e. Behavior and I n t e r a c t i o n , I n t e r p r e t a t i o n , and T e a c h e r ' s

F e e l i n g s ) w i t h t h e e x c e p t i o n t h a t a weekly overview i s p r e s e n t e d

i n s t e a d of t h e d a i l y r e c o r d i n g s .

Section I - The F i r s t Three-Month P e r i o d

January 3

T h i s was t h e f i r s t day a f t e r Christmas v a c a t i o n . David

e n t e r e d t h e room e a r l y , a s u s u a l . I g r e e t e d him warmly. He seemed

distant. I s a i d I was happy t o be back and s o happy t o s e e him, t h a t

I missed s e e i n g him everyday. He s a i d , "Yah" and g i g g l e d . "I d o n ' t

b e l i e v e i n S a n t a Claus and I s t i l l g o t some s t u f f f o r Christmas from

my maw and paw. Those o t h e r k i d s s t i l l b e l i e v e i n Santa Claus."

I s a i d , "It seems t h a t you d i s c o v e r e d t h a t you d o n ' t have t o b e l i e v e

i n Santa C l a u s i n o r d e r t o g e t p r e s e n t s a t Christmas. Is t h a t good?"

H e r e p e a t e d h i s "Yah!" w i t h a g r e a t d e a l o f e x p r e s s i o n , followed by

h i s giggle. I asked i f he would l i k e t o t e l l me about h i s p r e s e n t s .

He s a i d t h a t he would n o t a s he f l i p p e d through h i s f a v o r i t e monster

magazine.
 Interpretation. Before Christmas v a c a t i o n , David seemed

worried t h a t i f he d i d n ' t b e l i e v e i n Santa Claus t h a t he j u s t may n o t

r e c e i v e any p r e s e n t s ( a p r e d i c t i o n o t h e r c h i l d r e n made known t o him).

I had a f e e l i n g t h a t t h i s was perhaps a b e l i e f t h a t he was n o t

s u f f i c i e n t l y d e s e r v i n g and t h e Santa Claus b e l i e f was j u s t a cover-

Teacher's feelings. I f e l t a l i t t l e s o r r y f o r him. He

seemed s o concerned about t h i s whole Santa Claus i s s u e . I wished h i s

o l d e r b r o t h e r s had been more s e n s i t i v e t o a young c h i l d ' s f a n t a s y .

I r e a l i z e d , o f course, t h a t was t o o high an e x p e c t a t i o n f o r ado-

lescents, But I wished something b e t t e r and h a p p i e r f o r David. He

j u s t seemed s o s a d , I t was hard f o r me n o t t o cuddle him i n my arms

t o t r y t o make up f o r some emptiness I thought he might be f e e l i n g

j u s t then.

During o u r group g a t h e r i n g , David s a t f a r from o u r c i r c l e .

He f l i p p e d through h i s monster magazine, b u t he seemed t o be

l i s t e n i n g t o t h e c h i l d r e n ' s accounts of t h e i r v a c a t i o n s . H e laughed

on cue and craned h i s neck t o s e e what each c h i l d was showing us. At

t h e end o f o u r group g a t h e r i n g , I walked t o David's p l a c e and s a i d ,

"I missed you a t group." "Yah", and h i s g i g g l e .

Interpretation, No amount of coaxing would make David change

h i s mind i f he d i d n o t choose t o be i n group. I n s t e a d o f making him

f e e l l i k e he was doing something wrong by n o t b e i n g t h e r e , I wanted

him t o know t h a t I n o t i c e d and t h a t he was missed.

 Teacher's feelings. I t was h a r d f o r me a t t i m e s t o a c c e p t

David's d o i n g something d i f f e r e n t s o much o f t h e t i m e , p a r t i c u l a r l y a t

group g a t h e r i n g s . He s o much needed t o observe and p r a c t i c e t h e

manners o f communication i n group, I was f r u s t r a t e d - wanting him t o

be t h e r e , knowing I c o u l d n ' t i n s i s t t h a t he be t h e r e . And a f r a i d :

Was t h i s a bad s t a r t t o a second term? I s e c r e t l y hoped t h a t h i s

v a c a t i o n might have made him m i s s s c h o o l s o much t h a t he would be

more c o o p e r a t i v e w i t h t h e schedule o f t h e day. Disappointed w i t h t h e

p r o s p e c t o f having t o s t a r t from s c r a t c h t o b u i l d h i s f e e l i n g o f

belonging.

A s soon a s t h e b e l l r a n g f o r l u n c h , David dashed o u t t h e

classroom door and l e a p t up o n t o t h e window l e d g e i n t h e c o r r i d o r

(about two f e e t o f f t h e f l o o r ) . From t h i s p o s i t i o n , he gave a few

s w i f t k i c k s a t t h e window, jumped down a s I looked i n t h e d i r e c t i o n

of t h e noise, I walked c l o s e t o him and s a i d t h a t I n o t i c e d him on

t h e window l e d g e . He nodded and g i g g l e d . I t o l d him t h a t I was

concerned t h a t he might h u r t himself and t h a t I would n o t want any-

t h i n g bad t o happen t o him. Would he p l e a s e n o t do t h a t a g a i n ? He

s a i d t h a t he wouldn't and even i f he d i d , he would n e v e r h u r t himself

o r break t h e g l a s s , I thanked him f o r u n d e r s t a n d i n g my f e a r f o r him.

Interpretation. David sometimes b u r s t o u t - out of t h e c l a s s - '

room, o u t of h i s s e a t , o u t a t someone. Again, I i n t e n d e d t o e x p r e s s

my c a r i n g a b o u t h i s s a f e t y , n o t t o f o c u s on h i s wrongdoing.

Teacher's feelings. Sometimes I f e l t t h a t I was c o n t r o l l i n g

a volcano o f f e a r i n s i d e me f o r t h i s l i t t l e o n e ' s l i f e . But I

r e s t r a i n e d t h e explosion and f o r c e d my voice t o s e e p o u t a l i t t l e

amount o f warm, s o o t h i n g steam. But n o t without some c o s t , Tension

s e t t l e d i n back o f my neck, r e s u l t i n g i n a headache. My a n x i e t y

i n c r e a s e d w i t h t h e p r o s p e c t of a n o t h e r s t a f f member c a t c h i n g David

i n an a c t l i k e t h i s one. This would mean, f o r David, an u p s e t t i n g

encounter; f o r me, more d i s t u r b a n c e i n t h e classroom a s David would

need t o p l a y o u t h i s anger.

January 4
t.

We exchanged a warm g r e e t i n g . David was n o t i n group, b u t I

managed t o wink a t him two times a s t h e g a t h e r i n g progressed. During

journal w r i t i n g , he brought over h i s work t o me, " I s n ' t t h i s beau-

t i f u l p r i n t i n g , M r s . D.? Do you l i k e i t ? I t h i n k i t ' s almost a s good

a s your p r i n t i n g . " I t o l d him t h a t t h e r e was no doubt i n my mind t h a t

it was s o much b e t t e r than mine. He was d e l i g h t e d and raced o f f t o

Stephen - "My p r i n t i n g i s b e t t e r t h a n M r s . D . ' s . Look!"

Interpretation. David showed t h a t he f e l t t h e need t o outdo

someone i n something. Outdoing me was a l l r i g h t w i t h me; whereas, it

may n o t have been a c c e p t a b l e t o another c h i l d , nor t o h i s b r o t h e r s ,

nor t o h i s p a r e n t s . Also, he seldom thought t h a t h i s work was done

w e l l enough t o keep. I hoped t h i s nighf help.

Teacher's f e e l i n g s . H i s l i t - u p f a c e melted me. I t was e a s y

•’or me t o admit t o h i s s u p e r i o r i t y i n p r i n t i n g - it was t r u e . His

p r i d e was e l a t i n g f o r me, too.

 73

David was h i g h f o r t h e e n t i r e day. Then an i n c i d e n t on t h e

playground d u r i n g yard tidy-up n e a r t h e end o f t h e day was a s u r p r i s e .

Two boys from o u r classroom walked toward m e , on e i t h e r s i d e o f a

l i t t l e boy who was n o t from o u r classroom. T h i s l i t t l e boy w a s

c r y i n g l o u d l y and t h e r e was blood on b o t h o f h i s l i p s . David

s h u f f l e d s l o w l y behind t h i s threesome. The two boys t o l d me t h a t

t h e y saw David h i t t h i s l i t t l e grade one boy. I comforted t h e l i t t l e

one, t i d i e d up h i s f a c e and t h e n asked everyone t o l e a v e w h i l e I

spoke w i t h David. My i n t e r a c t i o n w i t h David proceeded something l i k e

this: "David, we need t o t a l k about t h i s . " "Yah, b u t I d i d n ' t do

anything." "You mean you d i d n ' t h i t t h a t l i t t l e boy a s C h r i s and

Graeme s a y you d i d ? " "No, I d i d n ' t touch him." "Did you happen t o

s e e what happened t o make t h a t l i t t l e b o y ' s l i p s b l e e d l i k e t h a t ? "

"No." "Gee, I ' m s o g l a d t h a t he w a s n ' t more h u r t . I f e l t so sorry

f o r t h e l i t t l e guy, I n e a r l y c r i e d when I saw him." "Yah," And a

very blank s t a r e a t m e .

Interpretation. David's mood seemed t o change s o i n s t a n t l y

a t times. He c o u l d s o e a s i l y have l a s h e d o u t a t t h i s l i t t l e boy j u s t

f o r s t a n d i n g nearby and watching. I wanted David t o know t h a t t h i s

time t h e r e were consequences f o r h i s l a s h i n g o u t . He made a l i t t l e

b o y ' s l i p s b l e e d and he made me f e e l bad l o o k i n g a t t h e l i t t l e boy. ,

Even i f David d i d n o t i n f a c t h i t t h e boy, he should know t h a t

v i c t i m s and p e o p l e around them become u p s e t .

Teacher's feelings. A t t h e s i g h t o f t h e l i t t l e b o y ' s bloody

mouth, it was s o h a r d f o r me n o t t o blame David and s h o u t a t him.

I n s t e a d , I b i t my tongue and t i d i e d up t h e mess. By t h e time I

spoke w i t h David, I knew I had t o hear from him b e f o r e I made any

assumptions. I was s o f r u s t r a t e d t h a t h e wouldn't admit t o t h i s ,

though. But what good would p r e s s u r i n g him do - maybe r e l i e v e some

o f my a n g e r , b u t would o n l y make t e n s e my r e l a t i o n s h i p w i t h him.

January 8

Warm g r e e t i n g , c h a t a b o u t S t a r Wars. Then I r e c a p i t u l a t e d :

"David, you know l a s t n i g h t I worried about t h a t l i t t l e f i r s t grade

boy. I hope h i s l i p s a r e a l l r i g h t . " "Oh, s u r e . Don't worry. He

d i d n ' t look t o o bad." " I ' m s t i l l wondering what happened t o him."

"Heck knows." "You've been a b l e t o c o n t r o l your punches s o w e l l

l a t e l y , I was happy t o h e a r t h a t you d i d n ' t h i t him." "Yah, I won't

h i t anymore." "I b e l i e v e you."

Interpretation. A f t e r an i n c i d e n t , David was o f t e n calm and

remorseful. He was t h i s morning. How r e a s s u r i n g he was w i t h m e ,

t e l l i n g me t h a t t h e boy was n o t s o badly h u r t ,

Teacher's f e e l i n g s . I wanted t o convey t o him t h a t I f e l t

s a d f o r t h e v i c t i m of a f i g h t and a l s o t o l e t him know t h a t I

recognized h i s e f f o r t s i n c o n t r o l l i n g h i s f i g h t i n g . But it was s o

h a r d f o r me t o keep p o s i t i v e about him because he c o u l d ' b e s o mean

and d e c e i t f u l . I needed t o h i d e t h e a n g e r t h a t b u i l t up i n s i d e m e

whenever he h u r t anyone. I needed t o keep t e l l i n g myself t h a t i f I

had t h e same e x p e r i e n c e s i n l i f e a s David had had, I might be j u s t a s

v o l a t i l e and I might need someone who would b e p a t i e n t enough t o

u n d e r s t a n d me. I wanted t o be t h a t p e r s o n t o him. So I b o r e t h e

frustration. Today, b e a r i n g t h i s f r u s t r a t i o n was e x h a u s t i n g ,

draining.

L a t e r t h a t day he brought some math e x e r c i s e s t o me: e.g.,

m=-. H i s work looked l i k e t h i s : 9 - 6 = 15. A s I looked a t it,

he d i d , t o o . Then he s h r i e k e d , "Oh, no, I d i d i t a l l wrong!" His

f a c e t u r n e d r e d w i t h embarrassment, h i s s h o u l d e r s slumped. I said,

"You g o t t h e r i g h t answers t o d i f f e r e n t q u e s t i o n s . Watch t h i s . " I

changed a l l t h e (-) t o (+). I asked i f he needed t o borrow my

glasses. He laughed. Returned t o h i s s e a t and w i t h what seemed l i k e

a p e r i o d of " p e r s e v e r a n c e " d i d a t l e a s t 20 more. "David, you c a n

r e a l l y do Math!" "Yah." Giggle.

Interpretation. David u s u a l l y l i k e d t o do close-ended o r

v e r y simple t a s k s . He seemed t o f e e l more comfortable when t h e r e was

a very d e f i n e d , s i n g l e answer. Then he could s e e t h e check marks

which he u s u a l l y p l a c e d on t h e paper h i m s e l f . When I n o t i c e d h i s

e r r o r i n t h i s c a s e , I endeavored t o f i n d some way t o make h i s work

right. L u c k i l y , t h e r e was a way. I wanted him t o r e a l l y f e e l t h a t

he could do a l l c u r r i c u l a r t a s k s , i n c l u d i n g Math. I knew it was

i m p o r t a n t t o b u i l d h i s s e n s e of s u c c e s s and t h e r e f o r e i n c r e a s e h i s

f e e l i n g of s e l f - w o r t h . Another d e f e a t might r e s u l t i n more a n g e r and

more a g g r e s s i o n .

Teacher's f e e l i n g s . I n e a r l y panicked whenever David b r o u g h t

me some work. I f t h e r e w e r e e r r o r s , I wondered how t o t e l l him s o

t h a t he d i d n ' t become undermined and offended. Or, I wondered how t o

 76

h i d e h i s e r r o r s s o t h a t he f e l t t h a t he had succeeded and would

continue t o engage i n t h e a c t i v i t y u n t i l he r e a l l y d i d l e a r n it.

When I needed encouragement t o continue t o b e l i e v e t h i s about

children - a s I needed it today - I r e a d a paragraph w r i t t e n by Combs,

Avila, Purkey (1971, p. 4 4 ) :

Many c h i l d r e n who cannot read a r e unable l a r g e l y because they

b e l i e v e they cannot r e a d , .. t h e r e a f t e r , he i s caught i n a
vicious circle . . , Because he b e l i e v e s he c a n ' t read, he
a v o i d s it ... Because he avoids r e a d i n g , he d o e s n ' t g e t any
p r a c t i c e and s o he d o e s n ' t read very w e l l . Then when h i s t e a c h e r
a s k s him t o read, he r e a d s very p o o r l y and s h e saysInMy goodness,
Jimmy, you d o n ' t r e a d very well!" T h i s , o f course, i s what he
a l r e a d y b e l i e v e d i n t h e f i r s t place!

January 9

A f t e r lunch, I walked i n t o t h e classroom t o f i n d n e a r l y a l l

t h e c h i l d r e n shouting, dashing about - obviously disturbed. As I

came c l o s e r t o one c l u s t e r o f c h i l d r e n , I saw David, I r e n e and

Christopher. I r e n e was i n t e a r s , C h r i s t o p h e r was enraged, David was

calmly h o l d i n g a cardboard van t r u c k t h a t C h r i s t o p h e r had c o n s t r u c t e d

a few days e a r l i e r . I could h e a r David speaking t o I r e n e , "Don't c r y ,

j u s t g e t even. Break o f f t h i s door." The c h i l d r e n around shouted a t

David, t h e n , pleaded w i t h I r e n e not t o t a k e o f f t h e door. A f t e r an

u n s u c c e s s f u l attempt t o analyze t h e s i t u a t i o n by l i s t e n i n g t o a l l t h e

s h o u t s , screams and demands, I i s o l a t e d t h e t h r e e main c h a r a c t e r s ,

became informed about t h e s c e n a r i o . I r e n e had f a l l e n , Christopher was

n e a r enough t o h e r t h a t he could have t r i p p e d h e r . I r e n e was n o t

sure i f h e had t r i p p e d h e r o r i f she had f a l l e n h e r s e l f . David, on

t h e o t h e r hand,was c e r t a i n t h a t he must have t r i p p e d h e r because he

d i d n o t l i k e h e r , b u t he d i d n o t s e e t h e f a l l - he was o u t s i d e . He
was c e r t a i n because t h i s was t h e kind o f t h i n g he thought C h r i s t o p h e r

might do. And consequently, he thought t h a t t h e o n l y r i g h t t h i n g f o r

I r e n e t o do was t o g e t even. One good way, he thought, would b e f o r

I r e n e t o break something t h a t C h r i s t o p h e r l i k e d . Although I r e n e

p r e f e r r e d t o do n o t h i n g , David would n o t r e l e n t . She was i n t e a r s

because h e r knee h u r t and because she f e l t "mixed up". David vehe-

mently i n s i s t e d t o me and t h e o t h e r s t h a t t h e o n l y r i g h t t h i n g t o do

was t o g e t even. I asked i f he thought g e t t i n g even was f a i r i f

Christopher t r i p p e d I r e n e by a c c i d e n t . He was c e r t a i n t h a t it was no

a c c i d e n t , s o it was f a i r . "David, I l i k e you t o f e e l s o r r y f o r

c h i l d r e n who a r e h u r t , Maybe, i t ' s f a i r t h a t I r e n e should d e c i d e what

she should do." "Yah", he r e p l i e d , "but she d o e s n ' t know t h e r i g h t

t h i n g t o do." " I can s e e t h a t you r e a l l y want t o h e l p h e r and I can

s e e t h a t you r e a l l y d i d by t r y i n g t o s o l v e t h i s problem. Now she

needs t o d e c i d e , d o n ' t you think?'' R e l u c t a n t l y , he s a i d , "Yah". "I

know t h a t i f you were I r e n e , you would want t o g e t even, I guess I r e n e

is different." "That's f o r sure. I would break o f f t h e door."

Interpretation. " G e t t i n g even" seemed t o be a s t r o n g l y h e l d

f e e l i n g and i t w a s i n t e r e s t i n g t o s p e c u l a t e how much t h i s f e e l i n g

contributed t o h i s aggressive actions. How much and what d i d he have

t o "get even" f o r ? Was he p r o j e c t i n g h i s own f e e l i n g s o n t o I r e n e i n ,

h i s i n s i s t e n c e t h a t s h e should " g e t even"?

Teacher's feelings. Frustration. On t h e one hand, I f e l t

proud of David t h a t he d i d n o t a c t f o r I r e n e , t h a t he used h i s

convincing powers t o i n t e r v e n e i n s t e a d o f h i s p h y s i c a l s t r e n g t h t o

i n f l u e n c e h e r , t h a t he d i d not break t h e van himself i n t h e revenge

t h a t he considered due Irene. On t h e o t h e r hand, I was m y s t i f i e d by

h i s i n s i s t e n c e t o involve himself i n t h i s d i s p u t e - a t t h e expense of

l o s i n g any p o s s i b l e f r i e n d s i n t h e classroom (everyone was adamantly

opposed t o h i s i n t e r f e r e n c e ) . Also, I f e l t sad f o r him. H e seemed i n

s o much i n t e n s e a n x i e t y over t h e outcome and t h e p r o p e r r e t r i b u t i o n

f o r Christopher.

David t e a s e d J e f f r e y a f t e r school. J e f f r e y dropped h i s

walkie-talkie, p a r t of it broke, t h e o t h e r p a r t he threw a t David i n

f r u s t r a t i o n and anger. He missed David and broke i n t o t e a r s then came

t o t e l l me the story. David r a n o f f toward home. I c a l l e d t o David,

he shouted back t h a t J e f f r e y had kicked f i r s t . Not much l a t e r , David

walked i n t o t h e classroom where J e f f r e y was s t i l l c r y i n g and I was

consoling. I asked David t o t e l l me what happened. He said that

J e f f r e y was h i s f r i e n d and he decided t o have some f u n w i t h him before

going -home. He decided t h a t he wanted t o scream i n t o J e f f r e y ' s e a r

f o r fun. J e f f r e y g o t mad and t r i e d t o h i t him, b u t s i n c e David was s o

f a s t , J e f f r e y missed. Then J e f f r e y dropped h i s new w a l k i e - t a l k i e . A

p a r t broke o f f , s o he threw i t a t D a v i d , but missed because "I'm t o o

fast". I s a i d , "Let me understand what went on - you wanted t o play

s o you screamed i n J e f f r e y ' s e a r . J e f f r e y g o t mad and t r i e d t o h i t

you." "Yah, I j u s t wanted t o p l a y because t h e adventure playground was

n o t opened t o u s today and I wanted t o have a l i t t l e f u n b e f o r e I went

home." "When you had a l i t t l e fun w i t h J e f f r e y , he g o t mad, Maybe he

d i d n ' t know t h a t you wanted t o p l a y . Maybe you h u r t him by screaming

i n h i s ear." "Yah, t h a t ' s what happened, because he was h u r t . He

was h u r t . He wanted t o h i t me.'' "David, do you t h i n k t h a t sometimes

when you want t o p l a y , you choose t o p l a y i n a way t h a t h u r t s your

friends? Like t h i s time w i t h J e f f r e y ? You t o l d me t h a t you wanted

t o p l a y with him, s o you s t a r t e d t o scream i n h i s e a r . Then he g o t

mad and s t a r t e d t o cry. Why do you t h i n k he s t a r t e d t o cry? "'Cause

h i s ear hurt," "But i f you were o n l y p l a y i n g , would you be h u r t i n g

him?" "No way!" "What happened then?" "I h u r t him, b u t I d i d n ' t

mean to.'' "I know t h a t . You have been s o good a t c o n t r o l l i n g your-

s e l f s o t h a t you d o n ' t h u r t anyone anymore. I ' m s o proud o f you. I

guess t h a t t h i s was a mistake. What would you l i k e t o do?" " I f he

c a n ' t f i x h i s walkie-talkie, my Dad w i l l buy him another one."

Interpretation, Sometimes, it seemed, David showed some

genuine d i f f i c u l t y i n connecting an a c t i o n w i t h i t s consequences. I

thought t h a t David could n o t a n t i c i p a t e J e f f r e y ' s anger a t h i s

screaming i n h i s e a r . I a l s o saw t h i s a s David's clumsy way o f making

a friend - he seemed n o t t o know how t o go about making f r i e n d s .

Teacher's f e e l i n g s . T h i s i n c i d e n t was e x a s p e r a t i n g f o r me.

I t was s o hard f o r me n o t t o s e e t h a t David could n o t s e e t h a t h i s

p l a y was unbearable t o someone, t h a t i n f a c t i t was p a i n f u l .

Januarv 1 0

A f t e r spending most o f t h e morning f i d g e t i n g about t h e c l a s s -

room, David c o n s t r u c t e d a tower o f blocks. He c a l l e d me t o him t o

show me a " t r i c k " . He had b u i l t a h i g h tower o f f l a t blocks

supported by f o u r c u i s i n a i r e rods, managed t o p u l l one o f t h e f o u r

c o r n e r r o d s o u t l e a v i n g t h e tower s t a n d i n g on t h r e e s u p p o r t i n g r o d s .

When I asked him t o e x p l a i n t h i s t o me, he s a i d t h a t it r e a l l y was

"no b i g d e a l , it was j u s t a ' t r i c k ' " . When I s u g g e s t e d t h a t he t r y

t o b u i l d a n o t h e r one and do t h e same " t r i c k " , he was d e l i g h t e d . This

time removal of t h e f o u r t h rod made t h e tower c o l l a p s e . "This time

t h e t r i c k d o n ' t work," he s a i d . "What do you t h i n k might be d i f -

ferent?" "Who c a r e s , t h e t r i c k won't work t h i s time." End o f

interaction.

Interpretation. David seemed most comfortable w i t h c l o s e d

questions. S i n c e t h e b e g i n n i n g of t h e y e a r , he came o n l y t o g a t h e r -

i n g s where it was p o s s i b l e f o r him t o g i v e memorized answers l i k e math

d r i l l e x e r c i s e games. Higher o r d e r c o g n i t i v e q u e s t i o n s do n o t seem

p o s s i b l e when t h e c h i l d i s o p e r a t i n g ( f u n c t i o n i n g ) on such an a c u t e

"needs" l e v e l . So much f o r t e a c h i n g f o r t h i n k i n g w i t h David a t t h i s

stage.

Teacher's feelings. I f e l t r e a s s u r e d by h i s r e p l y t o my

i n t e r e s t i n h i s q u e s t f o r explanations. H e c e r t a i n l y could make t h e

d e c i s i o n s a b o u t t h e d e p t h o f h i s c a p a b i l i t y o f involvement i n aca-

demic e x e r c i s e s . I f e l t t h a t w i t h h i s a b i l i t y t o do t h i s , he would

n e v e r a l l o w me t o push him beyond h i s c a p a b i l i t y .

January 11

David was grouchy a l l day. He d i d h i s "whirlwind" i n t e r -

f e r e n c e w i t h whatever anyone was doing. He d i d n o t "work". He did

n o t s t o p moving about enough t o c o n c e n t r a t e on a n y t h i n g . I watched

him s t e a l t h i l y . Because he w a s n ' t h u r t i n g anyone, I d i d n o t

intervene. B u t whenever he was a l o n e , I g e n t l y spoke t o him about

o u r day, and t h a t I n o t i c e d t h a t he was h a v i n g a h a r d time s i t t i n g

down f o r long. He s a i d i t was t o o windy o u t and he was bored. I said

t h a t I n o t i c e d t h a t he seemed n o t t o be a b l e t o f i n d t h i n g s t o do i n

t h e classroom. He s a i d , "Yah", t h a t a l l t h e t h i n g s t h a t he u s u a l l y

l i k e d were b o r i n g today. I asked i f t h e r e was a n y t h i n g I could do.

He s a i d , "No" ( g i g g l e ) -
Interpretation. There was something on h i s mind t h a t he

could n o t e x p r e s s , s o he was u n s e t t l e d , a g i t a t e d . I d i d n o t wish t o

add t o h i s f r u s t r a t i o n , y e t , I d i d want him t o know t h a t I n o t i c e d

t h a t he was having a tough time and t h a t I was t h e r e f o r him.

Teacher's feelings. I f e l t a n x i o u s a l l day, a n t i c i p a t i n g t h e

moment t h a t h i s t r i c k s and t e a s i n g t u r n e d m a l i c i o u s . Luckily t h e y d i d

n o t , b u t I was t o t a l l y d r a i n e d by t h r e e p.m.

January 1 2

Today David was i n t e r f e r i n g a s he was y e s t e r d a y , e x c e p t t h a t

i n s t e a d of appearing bored, he g i g g l e d and laughed and seemed t o enjoy

e v e r y t h i n g a l l day. Made a paper a i r p l a n e and f l e w it i n t h e gym f o r

p a r t of o u r gym time, p u t it away when I s a i d t i m e was up f o r him t o

become i n v o l v e d i n o t h e r a c t i v i t i e s t h a t would e x e r c i s e h i s body. He

t r i e d t h e trampoline which he had been most r e l u c t a n t t o do. Although

he seemed v e r y f r i g h t e n e d , he d i d bounce c a r e f u l l y f o r about one

qinute. L a t e r i n t h e day, he made f a t l e t t e r i n g f o r t h e t i t l e of our

"meter monster" d i s p l a y . He r e d i d many l e t t e r s t o make them " p e r f e c t "

and was v e r y p l e a s e d w i t h h i s r e s u l t s . For t h e l e t t e r i n g p r o j e c t which

he thought of h i m s e l f , h e chose t o work with Johnny and Barbara. He

was t h e d i r e c t o r , b u t i n such a g e n t l e way t h a t t h e r e was no argument

a t all. J u s t b e f o r e t h e end of t h e day David s t o o d on a c h a i r and

r e p e a t e d l y dropped a p i e c e of cardboard. I watched b e s i d e him f o r a

w h i l e , t h e n asked him t o t e l l me what he was o b s e r v i n g . He s a i d t h a t

when he dropped t h e cardboard sideways it f e l l f a s t e r t h a n i f he

dropped it f l a t . I asked him how he supposed t h a t could happen. He

s a i d i n s t a n t l y t h a t t h e f l a t s i d e had t o " f i g h t more a i r " s o i t took

longer t o reach t h e f l o o r .

Interpretation. Whatever was on h i s mind y e s t e r d a y had gone

o r had been s o l v e d . I wished I knew i f h i s home environment was

making t h e d i f f e r e n c e i n h i s b e h a v i o r from one day t o t h e n e x t .

Teacher's feelings. I f e l t dumbfounded w i t h t h e r a p i d change

i n h i s mood. Even though he seemed s o happy and benevolent, I felt

myself on guard a l l day, p r e p a r e d f o r a s h i f t i n h i s mood. I also

f e l t h o p e f u l t h a t some day, David would permanently remain happy and

benevolent. T h i s d e f i n i t e l y was an e a s i e r day f o r me.

January 1 5

David seemed v e r y happy t o be i n school t h i s morning. A s soon

a s he saw me, he asked i f I needed any h e l p . I t o l d him t h a t I would

love h i s h e l p and gave him t h r e e j o b s which he d i d with g r e a t c a r e .

During o u r group g a t h e r i n g , he s a t b e s i d e me with h i s hand on my l a p .

He became v e r y e x c i t e d about a p r i n t i n g book which I gave everyone and

was most i n t r i g u e d t h a t t h e p r i n c i p a l was asking t h a t a l l s t u d e n t s i n

 83

t h e s c h o o l have one and t h a t t h e y do t h e i r b e s t p r i n t i n g e v e r y time

t h e y used t h i s book. David immediately sought o u t h i s book and f i l l e d

t h e f i r s t page - i t was b e a u t i f u l l y done, he knew it and was proud.

During t h e s e a c t i v i t i e s , he was happy. I took every opportunity t o

s m i l e a t him, t o u c h him, say a k i n d l y word. He responded w i t h j o y f u l

giggling. Then a t 2:00 p.m., I n o t i c e d David i n one c o r n e r of t h e

room, calmly t e a r i n g Johnny's meter monster t o s h r e a d s . Not f a r from

David, I saw Johnny s t a n d i n g r e d f a c e d , p l e a d i n g w i t h David t o s t o p .

I walked c l o s e r t o speak t o them. Before I c o u l d s a y a word, David

s a i d , "Johnny wrecked my f o r t s o I have t o wreck something o f h i s . "

I asked Johnny i f he had a n y t h i n g t o s a y about t h i s . He s a i d t h a t he

was j u s t walking p a s t t h e t a b l e on which D a v i d ' s f o r t was s t a n d i n g and

it j u s t f e l l o v e r . I asked David i f he t h o u g h t t h e r e was a d i f f e r e n c e

between an a c c i d e n t and something done on p u r p o s e , He s a i d n o t , t h a t

h i s f o r t was wrecked and Johnny was c l o s e s t , s o he d i d it. I said,

"Well, I d o n ' t t h i n k t h a t t h i s i s f a i r . Johnny d i d something by

a c c i d e n t , he d i d n o t want t o do it. You a r e s i t t i n g h e r e d o i n g some-

t h i n g h u r t f u l on purpose. That makes me u p s e t . I d o n ' t l i k e it. You

a r e n o t b e i n g f a i r , David!" A f t e r h i s s t o n e - f a c e d g l a r e , David s a i d ,

"Okay, I ' l l make Johnny another one." Johnny s a i d t h a t he would do it

himself. For t h e n e x t hour, t h e two o f them worked h a p p i l y t o g e t h e r

re-making J o h n n y ' s meter monster.

Interpretation. I did not notice anything d i f f e r e n t i n t h e

classroom t o make David s o h i g h s p i r i t e d . So I assumed t h a t t h e r e

might be good t h i n g s happening a t home f o r David. My chance a t an

o u t b u r s t about D a v i d ' s u n f a i r n e s s was c o n s c i o u s l y t a k e n c o n s i d e r i n g

 84

h i s good mood t h e s e p a s t few days. Normally, I would have hidden my

t r u e f e e l i n g s s o t h a t I would not a l i e n a t e him from c o n t a c t w i t h me,

The a s p e c t o f " g e t t i n g even" seemed s t i l l t o motivate h i s h u r t f u l /

aggressive action.

Teacher's f e e l i n g s . For most o f t h e day, I was overjoyed

t h a t I could l o v e David a s much a s I was. H i s good mood changed some

o f my hidden angry f e e l i n g s f o r him i n t o s o f t e r f e e l i n g s of

acceptance of him. I s o wished t h a t I could t r e a t t h i s l i t t l e guy

l i k e any o t h e r l i t t l e guy ( a l i t t l e guy who could understand f e e l i n g s

o f o t h e r people, p a r t i c u l a r l y ) . When I blew up a t David about h i s

u n f a i r n e s s t o Johnny, my need t o e x p r e s s my own emotions about t h e

s i t u a t i o n surfaced. But I d i d p r a c t i s e my p a t t e r n e d behavior t h i s

time, too. I consciously chose t o go a l l t h e way and e x p r e s s my

opinion. I chose t o t r e a t him a s an o r d i n a r y l i t t l e guy s o t h a t I

could be r e l i e v e d o f t h e p a i n t r e a d i n g on t h i n i c e every time I spoke

w i t h him. My o v e r r i d i n g need t o do t h i s w i t h o u t concern f o r h i s

r e a c t i o n caused some g u i l t f o r me, I was now unsure i f he acquiesced

because I appeared s o u p s e t o r i f he r e a l l y wanted t o p a t c h up h i s

f r i e n d s h i p w i t h Johnny. Yet, t h e r e was some r e l i e f f o r me. I

became somewhat hopeful t h a t David might l e a r n t h a t t h e r e i s another

kind of f a i r n e s s t h a n t h e one t h a t he a p p l i e s t o every s i t u a t i o n .

T h i s gave me t h e courage t o go on, t o be p a t i e n t w i t h him, t o a c c e p t

h i s slow change toward awareness.

January 1 6

David b u i l t f o r t s around himself a l l day, and s p e n t most of

t h e day by himself i n h i s f o r t o r roaming around t h e classroom.

S e v e r a l t i m e s I poked my head i n t o h i s f o r t and commented about n o t

being able t o s e e him and t h a t I missed him. He r e p l i e d t h a t he

wanted t o work i n s i d e h i s f o r t alone. When I asked what he planned

t o do, he mentioned h i s p r i n t i n g book, "Both you and I a r e proud o f

your p r i n t i n g book," I s a i d . He agreed w i t h a g i g g l e . Late i n t h e

day, I n o t i c e d David running f u l l speed between desks,.among c h i l d r e n

s e a t e d on t h e f l o o r . I stopped him and reminded him t h a t running i n

t h e classroom i s j u s t n o t s a f e and would he s t o p , He s a i d t h a t he

f o r g o t t h a t it was n o t s a f e , and stopped.

Interpretation. H i s change of mood might have been t h e

r e s u l t o f h i s f a t h e r ' s denying him p a r t i c i p a t i o n i n o u r o r d e r i n g

books from a book c l u b . He might once a g a i n have f e l t l e f t o u t .

Teacher's f e e l i n g s . This l a c k of c o n s i s t e n c y i n David's

w i l l i n g n e s s t o p a r t i c i p a t e i n classroom a c t i v i t i e s made it d i f f i c u l t

f o r me t o p l a n h i s l e a r n i n g experiences. T h i s day was most

frustrating. He d i d n o t t a k e p a r t i n any o f o u r d i s c u s s i o n s , d i d not

attempt any t h i n k i n g about s u b j e c t s under study. I worried today

t h a t h i s n e x t grade would be tough i f he does n o t even i n v o l v e

himself i n l i s t e n i n g and t a l k i n g about t h e curriculum. I felt

d e s p e r a t e t h a t he l i s t e n a t least, feeling that h i s desire t o

produce w r i t t e n m a t e r i a l would n o t be p a r t o f h i s l e a r n i n g f o r some

time, Today was v e r y d i f f i c u l t f o r me. It reminded m e o f t h e many

o t h e r days t h a t David r e f u s e d t o acknowledge h i s b e i n g i n t h e c l a s s -

room, it reminded me of t h e p r e s s u r e t h a t e x i s t e d on me t o "teach"

t h i s child. I t reminded me of how p o w e r l e s s I f e l t w i t h him.

January 17

Today, I decided t o be e x t r a - s p e c i a l l y c h e e r f u l with a l l t h e

c h i l d r e n , p a r t i c u l a r l y w i t h David. I s p e n t time i n t h e l i b r a r y t h i s

morning l o o k i n g f o r books which might i n s p i r e David. When he a r r i v e d

i n t h e classroom, I showed him t h e books I t h o u g h t he might l i k e t o

r e a d today. He looked s a d when he walked i n t o t h e room and c o n t i n u e d

l o o k i n g s a d a s he f l i p p e d through t h e books. I asked i f he d i d n o t

l i k e t h e books, he s a i d t h a t he d i d , b u t d i d n o t f e e l l i k e them now.

Like y e s t e r d a y , he roamed by h i m s e l f . My o n l y c o n t a c t with him came

a f t e r school. One o f t h e c h i l d r e n s t a y e d a f t e r a few minutes t o t a l k

t o me a b o u t t h e food groups we were s t u d y i n g . He asked i f a l c o h o l

was bad f o r people. I s a i d t h a t it was. He asked i f I could e x p l a i n

what happens t o t h e body. I d i d a s b e s t I could. I n o t i c e d David's

face. H e had been l i s t e n i n g and appeared t r a n s f i x e d . Then he s a i d ,

"My papa d r i n k s l o t s o f b e e r e v e r y night." He t h e n asked i f it was

a s bad f o r a d u l t s a s it was w i t h c h i l d r e n . I s a i d , "Yes." David

t h e n s a i d t h a t h i s papa a c t s s i l l y , t o o . "You mean t h a t he does

t h i n g s a f t e r he d r i n k s b e e r t h a t he d o e s n ' t u s u a l l y do?" David s a i d ,

"Yah", g i g g l e d and r a n o u t .

Interpretation. David's a l o o f n e s s i n t h e classroom must

a g a i n have been r e l a t e d t o a home s i t u a t i o n . H i s reference t o h i s

f a t h e r ' s d r i n k i n g b e e r seemed u p s e t t i n g t o him.

Teacher's f e e l i n g s . When David was s o a l o o f , I became

d e s p e r a t e t h a t he might never become a p a r t o f t h e group. I f e l t so

r e s p o n s i b l e t o do something t o b r i n g him i n t o t h e classroom. Yet

every attempt I made seemed f u t i l e . My c h e e r f u l n e s s r e q u i r e d energy

from t h e o t h e r c h i l d r e n , otherwise I might have been ill-tempered.

Consequently, I remained w i t h happy c h i l d r e n more s o than s e e k i n g

o u t David. But p a s s i n g through my mind r e g u l a r l y was t h e b e l i e f t h a t

I had t h a t I was r e s p o n s i b l e f o r t h e well-being o f a l l t h e s t u d e n t s

i n my classroom. Why was I , t h e n , avoiding David sometimes? My

answer was " s e l f - p r e s e r v a t i o n " , and t h a t caused me t o f e e l g u i l t y ,

s e l f i s h , d e f i n i t e l y n o t what I supposed t e a c h e r s should f e e l while

teaching.

January 18

My warm g r e e t i n g t h i s morning was n e a r l y ignored. David

seemed very preoccupied. He s a t a t a t a b l e and f l i p p e d through books,

seeming n o t t o n o t i c e t h e pages. I t r i e d t o become involved w i t h h i s

i n t e r e s t , b u t w i t h no s u c c e s s , s o I l e f t him alone. A s soon a s t h e

b e l l rang, David s a t i n o u r group a r e a and waited p a t i e n t l y u n t i l we

were a l l gathered. He s a t n e x t t o me, n o t s a y i n g anything, w a i t i n g .

I r e n e s t a r t e d us o f f by showing us a s t u f f e d teddy b e a r which s h e

received f o r Christmas. I n o t i c e d t h a t David f i d g e t e d a s she spoke.

A s soon a s I r e n e stopped speaking, David b l u r t e d o u t , " I ' m t i r e d of ,

Irene's stuffed toys. She should t a k e them home and keep them t h e r e . "

I s a i d t h a t he seemed v e r y u p s e t about t h i s . He s a i d t h a t he was. I

asked him i f he knew why he was s o upset. H e s a i d t h a t he saw t h a t

when she had a s t u f f e d t o y i n school, she d i d n o t do enough work and

maybe someone would t e a r t h e t o y a p a r t and maybe someone would s t e a l

t h e t o y and maybe she would d i s t u r b o t h e r c h i l d r e n a s t h e y worked. I

s a i d t h a t it seemed t h a t he had r e a l l y t h o u g h t about t h i s and t h a t he

c a r e d v e r y much about what happened t o I r e n e ' s l e a r n i n g and t o h e r

toys. He s a i d e m p h a t i c a l l y , "Yes!" and t h e n asked, "Who e l s e i s

s i c k and t i r e d o f I r e n e ' s t o y s , r a i s e your hands?" Several other

c h i l d r e n r a i s e d t h e i r hands. I asked I r e n e a b o u t t h i s . She s a i d t h a t

s h e l i k e d h e r s t u f f e d t o y s a t s c h o o l because t h e n s h e could s e e them

a l l day i n s t e a d o f j u s t when she was a t home. David asked h e r i f she

wasn't w o r r i e d about h e r work and wasn't s h e w o r r i e d t h a t t h e r e s t of

t h e c h i l d r e n d i d not l i k e a l l her toys. "You know t h a t you a r e n o t a

baby anymore," David s a i d . Irene's face turned s c a r l e t . David

noticed. He s a i d "Okay, you can do t h i s . B r i n g o n l y one t o y t o

s c h o o l one day each week. No more!" I r e n e s a i d t h a t was a l l r i g h t .

When t h e group disassembled, I overheard David t a l k i n g t o I r e n e .

"This i s a l l f o r your own good, I r e n e , " he s a i d . H e l a y h i s hand

a f f e c t i o n a t e l y on h e r s h o u l d e r .

Interpretation. David had n o t spoken t o u s o f h i s Christmas,

nor had he b r o u g h t any p r e s e n t s t o s c h o o l . I t might have u p s e t him

t o s e e a l l t h a t I r e n e had r e c e i v e d and he was t i r e d o f b e i n g reminded

o f what o t h e r c h i l d r e n e x p e r i e n c e d a t C h r i s t m a s time. OR, p e r h a p s , ,

David r e a l l y f e l t p r o t e c t i v e toward I r e n e a s he seemed t o demonstrate

on January 9 ( s e e chap. 3 , p. 76 o f t h i s s t u d y ) . Perhaps he was

e x p r e s s i n g some f e a r of l o s i n g c o n t r o l o v e r h i s own a c t i o n s . I saw

t h i s a s a r e a l l y " h e a l t h y " move f o r David, i f t h i s were i n f a c t so.

He was f i n d i n g a way t o vent some f r u s t r a t i o n .

Teacher's f e e l i n g s , I f e l t e l a t e d t h a t David saw himself a s

p a r t of t h e classroom a c t i v i t i e s enough t o speak h i s mind. I was

a l s o e l a t e d a t overhearing David's concern f o r I r e n e ' s f e e l i n g s a f t e r

he c r i t i c i z e d h e r s o s e v e r e l y . Once a g a i n I f e l t t h a t David o f f e r e d

a glimpse o f t h e more c a r i n g l i t t l e guy I saw i n him o c c a s i o n a l l y .

January 18

David seemed r e l a x e d today. A f t e r a warm g r e e t i n g , he

engaged i n a conversation w i t h me about cleaning. He s a i d t h a t he

thought t h a t he was t h e b e s t c l e a n e r i n o u r classroom. Did I agree?

I assured him t h a t I thought t h a t when he cleaned up, t h e classroom

sparkled. He asked i f he could s t a y i n t h e classroom while t h e

c h i l d r e n went t o t h e l i b r a r y . I agreed. When l i b r a r y p e r i o d

approached, he c a l l e d t h e c l a s s t o a t t e n t i o n and reminded everyone t o

t a k e a p e n c i l w i t h them because he would n o t allow anyone t o r e t u r n

b e f o r e t h e time was up because he planned a s u r p r i s e f o r them when

they returned. A s soon a s they l e f t , David began t o t i d y up. I

s t a y e d w i t h him. He s c u r r i e d around and picked up every t i n y p i e c e o f

paper o f f t h e f l o o r . Then asked me i f I n o t i c e d any. Each time he

t a c k l e d a new job, he asked i f I n o t i c e d anything more t o do. Each

time I responded t h a t it looked p e r f e c t t o me, too. H i s eyes

sparkled a s d i d t h e classroom. F i n a l l y , he announced t h a t he was

finished, Then he s a t nearby and began t o t a l k about a s u b j e c t t h a t

seemed t o be s u r f a c i n g from a depth of thought which I seldom

experienced w i t h him. "After a person d i e s they l i v e t o i n f i n i t y

because e a c h day w h i l e y o u ' r e dead means a new l i f e . So you l i v e

l o n g e r when you a r e dead than when you a r e a l i v e . You only have one

l i f e w h i l e y o u ' r e a l i v e , but when you a r e dead, you have a s many

l i v e s a s i n f i n i t y and t h e n f i n a l l y you d i e . " I asked him which he

thought was b e t t e r . He s a i d , "To be a l i v e t h e f i r s t time because

death i s scary. I t means you might have a h e a r t a t t a c k o r something."

He shuddered a t t h e t h o u g h t . "I wish I c o u l d l i v e t o i n f i n i t y with-

o u t d y i n g f i r s t , " he continued. I asked i f he e v e r spoke t o anyone

about t h i s . He s a i d t h a t he d i d not, b u t s t h a t h i s b r o t h e r s t a l k

about i n f i n i t y and t h i s thought o n l y came t o h i s mind today. I told

him t h a t I t o o loved l i f e t h e f i r s t time around and t h a t I t o o wished

I could l i v e t o i n f i n i t y because I found s o many wonderful t h i n g s i n

life. He s m i l e d and s a i d t h a t he thought I was j u s t l i k e he.

Interpretation. David o f t e n looked a t books about monsters

b e i n g k i l l e d , o r a c t o r s made up t o be dead, o r vampire magazines w i t h

gory photographs. He a l s o sought o u t anatomy books. This discussion

about d e a t h which we had today seemed a b i t more p e r s o n a l b u t q u i t e

characteristic. I t was d i f f i c u l t t o know Exom where h i s f e a r of d e a t h

and dying a r o s e , b u t he was c e r t a i n l y more preoccupied with t h e s e

t h a n most o t h e r c h i l d r e n h i s age. He was b e g i n n i n g t o s h a r e f e e l i n g s

w i t h me more o p e n l y and comfortably.

Teacher's feelings. T h i s day made me f e e l l i k e he and I were

-king p r o g r e s s i n becoming r e l a x e d and a c q u a i n t e d w i t h e a c h o t h e r . I

t r u l y f e l t a c c e p t i n g o f him today. No resentment f o r him f o r compli-

c a t i n g my p o s i t i o n a s h i s t e a c h e r .
January 19

Today was book o r d e r day. Many c h i l d r e n a r r i v e d e a r l y t o

g i v e m e t h e i r o r d e r forms and money. By t h e time David e n t e r e d t h e

classroom, many c h i l d r e n were c l u s t e r e d around my s e a t i n g place. I

n o t i c e d t h a t he d i d n o t have a form. A f t e r t h e l a s t c h i l d l e f t my

s i d e , David approached me with an o r d e r form. He had found a form,

marked t h e necessary information, enclosed one penny, sealed t h e

envelope and handed h i s o r d e r t o m e . I s a i d , "Thank-you," he dashed

o f f happily. He had marked "Pinnocchio'!. I enclosed t h e r e s t of t h e

p r i c e o f t h e book t o make s u r e t h a t he r e c e i v e d t h a t book when t h e

orders arrived.

Interpretation. David always missed o r d e r i n g a book d u r i n g

these times. H i s p a r e n t s ' philosophy was t h a t books were u s e l e s s

because you o n l y r e a d a book once and then never looked a t t h a t book

again. What a waste of money! Since David's and my philosophy was

d i f f e r e n t I decided t o s t e a l t h i l y c o l l a b o r a t e w i t h David. I enclosed

t h e money t o cover t h e c o s t of t h e book which he ordered s o t h a t when

t h e o r d e r was f i l l e d , he would a l s o r e c e i v e a t l e a s t one book,

Usually o u r o r d e r was l a r g e enough s o t h a t we were e n t i t l e d t o f r e e

offers. I planned t o give David a t l e a s t one o f t h e s e f r e e o f f e r s .

My i n t e n t i o n was t o f u l f i l l h i s p r i o r i t i e s even though they may be

discrepant with h i s parents'. Besides, I b e l i e v e d h i s f a t h e r ' s

a c t i o n s c o n t r i b u t e d t o h i s f e e l i n g s o f non-belonging, which was

a n o t h e r good reason f o r me t o behave a s I d i d .

 Teacher's feelings. I was amazed a t David's p e r s i s t e n c e and

h i s guile. I f e l t t h a t I had t o a p p r e c i a t e a l i t t l e guy who was s o

determined t h a t he would p l o t t o buy a book even though h i s p a r e n t s

r e f u s e d t o g i v e him t h e money. I was a l s o e l a t e d t h a t David was

f i n d i n g ways t o e x p r e s s h i s need t o belong. He was showing t h a t he

could a l s o f i n d ways t o belong t o our group. How e x c i t i n g !

January 1 9

David a r r i v e d i n s i d e t h e classroom e a r l y t h i s morning. He

was loaded down w i t h many N a t i o n a l Geographic magazines. I helped

him s e t them down on h i s t a b l e top. He immediately announced t h a t he

had something t o s a y d u r i n g o u r b u s i n e s s time. I s a i d t h a t I would

remember t o c a l l on him. S h o r t l y a f t e r , he s t o o d b e s i d e me ( t h i s was

s t i l l b e f o r e any o t h e r c h i l d r e n were i n t h e room) and coyly asked i f

I would make h i s announcement f o r him. I s a i d t h a t o f course I would

i f he r e a l l y f e l t t h a t he d i d n o t want t o himself. He t o l d m e t h a t

he wished o t h e r c h i l d r e n t o use h i s National Geographic magazines. I

s a i d t h a t was v e r y generous because s o many c h i l d r e n loved t h e photo-

graphs i n them. Minutes l a t e r he r e t u r n e d . "Mrs. Dobson, I want t o

make t h e announcement myself." "Okay, David," A t our gathering,

d u r i n g b u s i n e s s , David's hand s h o t up, I c a l l e d on him. H i s face

turned r e d and he whispered, "You do it." I r e p l i e d , "David, I

r e a l l y t h i n k t h a t you can do it. I ' l l f i l l i n i f you miss anything.

Okay?" "Yah, I can do it. Don't h e l p me." And he d i d make t h e

announcement by h i m s e l f . He was very nervous, sweat t r i c k l e d down t h e

s i d e of h i s f o r e h e a d , h i s f a c e remained r e d , and h i s hands f i d g e t e d i n

i n h i s lap. When he f i n i s h e d he asked i f t h e r e were any q u e s t i o n s

and t h e r e w e r e . He seemed t o r e l a x a s soon a s t h e q u e s t i o n s began.

A f t e r t h e group d i s p e r s e d , I placed my arm on h i s s h o u l d e r s and s a i d

t h a t I t h o u g h t t h a t he had no t r o u b l e a t a l l w i t h h i s announcement

and d i d he f e e l t h e same about it. He s a i d h i s u s u a l , "Yah," with a

giggle. We planned h i s day t o g e t h e r . A l l day he seemed t o be near

my s i d e , hugged me, k i s s e d me, smiled, winked. By t h e end o f t h e day,

he had completed a l l t h e t a s k s which we planned (a page i n h i s

p r i n t i n g book, a math a c t i v i t y , h i s "death book").

Interpretation. Announcing t o t h e c h i l d r e n t h a t t h e y could

use h i s N a t i o n a l Geographic magazines was a major s u c c e s s f o r David.

I n t h e p a s t , h e seemed most uncomfortable t o g a i n t h e c l a s s ' s

a t t e n t i o n i n l e g i t i m a t e ways. When he goofed o f f , he seemed t o be i n

h i s element w i t h t h e i r a t t e n t i o n . I hoped t h a t he would g a i n some

courage t o have u s focus on him i n p o s i t i v e ways and today he took

h i s f i r s t crack a t this. My w i l l i n g n e s s t o t a k e over was meant t o

convey t o him t h a t of course it was a l l r i g h t i f he p r e f e r r e d t o have

me speak f o r him. But I a l s o wanted him t o know t h a t I was c e r t a i n

t h a t he could do it himself i f he r e a l l y wanted t o .

T h i s i n c i d e n t seemed t o i n d i c a t e a g a i n t h a t he was f e e l i n g a

p a r t o f t h e group. He seemed t o have found a way t o s h a r e with t h e ,

group. H i s accomplishing h i s p l a n s f o r t h e day was a n o t h e r p o s i t i v e

b u i l d e r t o b e t t e r self-esteem. I was beginning t o s e e t h a t he viewed

himself more p o s i t i v e l y than n e g a t i v e l y .

 Teacher's f e e l i n g s . I f e l t d e l i g h t e d t h a t he made h i s

announcement a l o n e . I f e l t t h a t my g e n t l e n e s s w i t h him was i n s t r u -

mental i n g i v i n g him courage. T h i s was a reward f o r me. I felt that

I wanted t o h e l p t h i s c h i l d communicate i n o r d e r t o f e e l t h a t he

belonged, t h a t he was worthwhile enough t o l i s t e n t o s e r i o u s l y i n a

s e r i o u s s i t u a t i o n i n s t e a d o f h i s f e e l i n g t h a t he could be i n t h e l i m e -

l i g h t o n l y i f he a c t e d s i l l y . I a l s o a l e r t e d myself today t h a t my

h i g h hopes f o r David may be o b s c u r i n g my o b j e c t i v i t y concerning him.

Was he t r u l y f e e l i n g b e t t e r about h i m s e l f o r was I p r o j e c t i n g a

desire?

J a n u a r y 22

David seemed a t q u a r t e r speed t o d a y . H i s s n i f f l e s became a

severe cold overnight. H e moved s l o w l y , t e a s e d no one, I approached

him t o p l a n h i s day w i t h me, he o b l i g e d . Wanted t o do h i s p r i n t i n g

s o t h a t he would c o n t i n u e t o be a b e t t e r p r i n t e r t h a n I am. I assured

him t h a t t h e p r a c t i s e would d e f i n i t e l y keep him ahead of me. He

decided t o do t h r e e j o u r n a l e n t r i e s t o d a y i n o r d e r t o " c a t c h up",

one page of p r i n t i n g , and f i n d t e n s p e l l i n g words t o s t u d y f o r one

week. I sought him o u t s e v e r a l t i m e s t o d a y t o hug him and d i s c u s s h i s

work w i t h him. He nuzzled h i s d r i p p i e - n o s e d f a c e i n t o my h a i r a t

l e a s t t h r e e t i m e s b e f o r e Punch, c o n t i n u e d t o b e calm and g e n t l e a l l '

day. Needed more a f f e c t i o n from me t h a n e v e r b e f o r e . I was' t h e r e f o r

him a l l day.

Interpretation. Being ill w i t h h i s c o l d seemed t o slow David

down enough f o r me t o t a k e more time showing him t h a t I c a r e d f o r him.

I d e c i d e d t o t a k e e v e r y o p p o r t u n i t y t o be a f f e c t i o n a t e . My g o a l was

t o enhance h i s f e e l i n g of self-worth by showering him w i t h a t t e n t i o n

for h i s positive acts - h i s a t t e n t i o n t o h i s work, h i s l i s t e n i n g

a t t e n t i v e l y w h i l e o t h e r s spoke, h i s walking i n s t e a d o f r u n n i n g i n t h e

classroom, h i s s m i l i n g , h i s hugs, t h e n i c e t h i n g s he would s a y t o

other children. Also, by s e t t i n g r e a l i s t i c g o a l s f o r h i s work f o r t h e

day, he was a b l e t o f e e l s u c c e s s f u l i n h i s c u r r i c u l a r a c t i v i t i e s .

Teacher's feelings. I f e l t a l i t t l e f r a n t i c today, t r y i n g t o

p u t i n t o D a v i d ' s day a s much a s p o s s i b l e of p o s i t i v e a t t e n t i o n . I

f e l t t h a t I might have overdone t h e p o i n t because I f e l t e x h a u s t e d a t

t h e end o f t h e day. But I could n o t r e s i s t t h e o p p o r t u n i t y . David

was r e c e p t i v e , s o I k e p t pouring o u t . He was a n e a t k i d and I needed

t o have him and everyone e l s e s e e t h i s s o t h a t we would always t r e a t

him l i k e t h e n e a t k i d , n o t t h e naughty k i d .

January 2 3 - January 2 8

David was a t home s i c k f o r one week.

January 29

H i s f i r s t day back a f t e r one week of b e i n g s i c k a t home was a

happy one. We planned h i s day t o g e t h e r ( s p e l l i n g words, v i s u a l

d i s c r i m i n a t i o n t a s k s , p r i n t i n g , math). He a t t e m p t e d a l l , b u t d i d n o t

q u i t e complete h i s math b e f o r e t h e day ended. Many t i m e s d u r i n g t h e

day he t o l d me t h a t he missed s c h o o l , t h a t b e i n g a t home was b o r i n g

because t h e r e were no books a t home, o n l y T.V. I t o l d him e a r l y i n

t h e morning and t h e n t h r e e times d u r i n g t h e day t h a t we missed him,

t h a t I missed h i s hugs and h i s i n t e r e s t i n g c o n v e r s a t i o n s w i t h me,

t h a t I was s o very happy t h a t he was back i n t h e classroom. I told

him t h a t without him, we a l l f e l t t h a t t h e r e was some important

person missing - it was he. He s a i d t h a t he d i d p r a c t i s e p r i n t i n g a t

home j u s t s o he would always be a b l e t o p r i n t b e t t e r than I.

Interpretation. I was concerned t h a t David be a b s o l u t e l y

c e r t a i n t h a t he was an i n t e g r a l p a r t of our classroom, t h a t when h e

was away we missed him. My r e p e a t i n g t h i s t o him incited similar

comments from o t h e r c h i l d r e n s o t h a t he was overwhelmed w i t h b e i n g

missed. I was concerned t h a t my response t o h i s absence would

i n c r e a s e h i s s e n s e o f belonging and t h a t our missing him f o r h i s

c o n v e r s a t i o n s would enhance h i s s e l f - r e s p e c t - two emotional needs

seeming t o be u n f u l f i l l e d i n h i s l i f e . I a l s o hoped o u r warmth and

l o v i n g would compensate f o r h i s l a c k of t h e s e emotions a t home.

Teacher's feelings, T h i s p a s t week without David i n t h e

classroom was r e a l l y a r e l i e f f o r me from a g r e a t d e a l of t e n s i o n .

H i s r e t u r n was almost sad f o r me; I f e a r e d t h e p r e s s u r e of h i s

f r a g i l i t y and v o l a t i l i t y . B u t I knew t h a t I had t o convey q u i t e t h e

o p p o s i t e f e e l i n g toward him f o r h i s own good. I generated a l l t h e

p o s i t i v e t h o u g h t s I could each time I was alone s o t h a t I could be

g e n t l e and l o v i n g w i t h him. I was very p l e a s e d w i t h my e f f o r t s when I

heard o t h e r c h i l d r e n commenting t o him about missing him a s I did. I

f e l t some r e l i e f because t h e y t o o were c a r r y i n g some of t h e respon-

s i b i l i t y of making him f e e l accepted on h i s r e t u r n .

J a n u a r y 30

T h i s morning I brought i n t o t h e classroom an avocado seed

which was t o b e p l a c e d i n t h e p l a n t c e n t e r . A s soon a s David s p o t t e d

t h e s e e d he asked i f he could be r e s p o n s i b l e f o r w a t e r i n g and c a r i n g

f o r it, I t o l d him t h a t I thought he would b e g r e a t f o r t h e job

because h e c a r e d s o much f o r p l a n t s and animals. I n our p l a n t study

t i m e , I showed t h e c h i l d r e n t h e new a d d i t i o n f o r o b s e r v a t i o n and t o l d

them t h a t David had v o l u n t e e r e d t o c a r e f o r it and, u n l e s s anyone had

any o b j e c t i o n , David would be o u r o f f i c i a l avocado s e e d c a r e r . No

one had any o b j e c t i o n , David gleamed. L a t e r i n t h e day, I heard David

s h o u t i n g o b s c e n i t i e s i n some p a r t of t h e room. A s I glanced about, I

n o t i c e d t h a t David was punching and swearing a t P h i l l i p . When I

approached t h e s c e n e , David t u r n e d t o me and s a i d t h a t P h i l l i p had

touched t h e avocado seed and t h a t he was j u s t t e a c h i n g P h i l l i p a

l e s s o n s o t h a t P h i l l i p would never do t h a t a g a i n . Also, s o t h a t no

one e l s e g o t t h e i d e a t o touch it e i t h e r . I a s s u r e d David t h a t I knew

t h a t he w a s t e r r i b l y u p s e t o v e r t h i s , t h a t I a p p r e c i a t e d t h a t he took

h i s r e s p o n s i b i l i t y very seriously. Then I c a l l e d t h e c h i l d r e n ' s

a t t e n t i o n and e x p l a i n e d t h a t i n D a v i d ' s own way, he wanted u s t o know

t h a t t h e avocado seed c a r e was h i s r e s p o n s i b i l i t y o n l y . Furthermore,

i f anyone wished t o touch t h e avocado s e e d t h a t it might b e b e t t e r t o ,

ask David t o be p r e s e n t s o t h e r e would be no more c o n f u s i o n about t h e

seed's care. A l l agreed. David continued h i s e x t r e m e l y s e r i o u s and

concerned e x p r e s s i o n throughout t h i s g a t h e r i n g . I , t h e n , spoke t o

David p r i v a t e l y and asked i f it might n o t be p o s s i b l e t h a t P h i l l i p was

j u s t l o o k i n g a t t h e seed, t h a t maybe he r e a l l y d i d n o t i n t e n d t o t a k e

away from David t h e c a r e of t h e p l a n t . David shrugged and s a i d ,

"Yah, b u t i f he does it a g a i n w i t h o u t my permission, I ' l l k i l l him!"

I t o l d him t h a t I l i k e d h i s f e e l i n g o f b e i n g very s e r i o u s , I a l s o t o l d

him t h a t I thought it was very i m p o r t a n t t h a t he remember t h a t some-

t i m e s c h i l d r e n and a d u l t s f o r g e t some r u l e s - even a f t e r we r e p e a t

them many t i m e s . I t o l d him t h a t he might have t o e x p e c t t o f i n d

some c h i l d r e n t o u c h i n g t h e p l a n t w i t h o u t h i s permission j u s t because

t h e y would f o r g e t t o a s k him, n o t because t h e y wanted t o h u r t h i s

feelings. He s t a r e d a t me w i t h o u t speaking.

Interpretation, R e s p o n s i b i l i t y t o him means " t h e boss".

I had seen him sometime i n t h e p a s t b e i n g q u i t e adamant about " h i s "

stuff. My i n t e n t i o n was t o convey t o him t h a t I t o o acknowledge t h e

importance o f b e i n g v e r y s e r i o u s about r e s p o n s i b i l i t y , and t o convey

t o him t h a t everyone makes a mistake and t h a t i s not s o bad. I had

hoped t h a t he would n o t be s o d i s g r u n t l e d w i t h t h i s e n c o u n t e r w i t h

P h i l l i p and m e t h a t he would choose n o t t o c o n t i n u e c a r i n g f o r t h e

plant. Here a g a i n , h i s o u t b u r s t a t P h i l l i p showed h i s need t o " g e t

even". P h i l l i p i n f r i n g e d on h i s r i g h t s , David must i n s t i g a t e

retribution.

Teacher's feelings. My h e a r t went o u t t o P h i l l i p . He was

such a g e n t l e c h i l d , never i n t e n d i n g anyone harm. David's o u t r a g e a t

him broke my h e a r t . I spoke t o P h i l l i p l a t e r . He t o l d me t h a t he

expected David t o a c t meanly, b u t he r e a l l y d i d n o t t h i n k t h a t David

would be mad a t t h i s . He t o l d me t h a t he thought t h a t David was

u s u a l l y s t u p i d and t h a t he u s u a l l y l i k e s t o i g n o r e David s o t h a t

David would n o t i n v o l v e him i n a f i g h t . He s a i d t h a t he goofed

today. I f e l t g u i l t y today. I should r e a l l y have s p e n t t i m e w i t h

P h i l l i p a s soon a s I heard Davidgs a t t a c k i n g him, But I i n s t e a d

a t t e n d e d David, f e e l i n g t h a t I could r e t u r n t o P h i l l i p l a t e r . But i f

I missed t h e chance t o a i d David a t a time l i k e t h i s , I might c a u s e

a l i e n a t i o n between u s which would mean s o much h e a r t a c h e i n t h e

classroom r e s u l t i n g from David's b i t t e r mood. I sacrificed Phillip's

f e e l i n g s f o r a more comfortable classroom atmosphere and f e l t

conflicted. I t was t h e r i g h t choice o f a c t i o n f o r D a v i d ' s well-being,

b u t what a b o u t P h i l l i p ' s ?

J a n u a r y 31

B e f o r e I could u t t e r a g r e e t i n g t o David t h i s morning, he r a n

i n t o t h e p l a n t c e n t e r and gazed a t t h e avocado seed. "Everything i s

A-okay , " h e shouted. Sometime a f t e r t h e morning a c t i v i t i e s were w e l l

underway, David came t o my s i d e t o p l a n h i s day w i t h me. H e decided

t h a t f o r h i s j o u r n a l h e would w r i t e an e n t r y about h i s avocado seed.

For t h e e n t i r e morning, he s a t a t t h e p l a n t c e n t e r f i r s t w r i t i n g h i s

j o u r n a l , t h e n working on a measuring t a s k c a r d . I winked and smiled

a t him whenever I caught h i s eye. Then a t approximately 11:30, the

c h i l d r e n and I were p a r a l y z e d by a d e a f e n i n g s h r i e k . I t was David.

I walked toward him t o ask what was up. He was s m i l i n g , y e l p i n g and

giggling. "Are you happy?" I asked. "Yup, I ' m happy here!" "That

niakes me v e r y happy, t o o , David ,"I said. We a l l danced about w i t h

p l e a s u r e a b o u t b e i n g happy h e r e .
 Interpretation. There was no doubt i n my mind t h a t D a v i d t o o k

h i s c a r i n g f o r t h e avocado seed v e r y s e r i o u s l y . He a l s o appeared

c o n f i d e n t of b e i n g a b l e t o c a r e f o r it. H i s l e a p i n g up and down w i t h

h i s excitement about being happy h e r e a l s o was an i n d i c a t i o n t h a t he

was f e e l i n g good about himself and h i s p a r t i n t h e c l a s s .

Teacher's f e e l i n g s . I f e l t s o happy t h a t he was happy. I

f e l t l i k e I could begin t o r e l a x about h i s b e i n g with us i n t h e

classroom.
/

Februarv 1

David " s t i r r e d " a l l day. He never s a t f o r longer t h a n t e n

seconds i n one p l a c e . He poked, jabbed, t e a s e d , punched, argued, and

made fun of c h i l d r e n -
a l l day long, Most o f my i n t e r a c t i o n s were

management o r i e n t a t e d , "David, I c a n ' t l e t you do t h a t " , o r "I need

you t o do t h i s " . And, he d i d n o t l e a v e t h e classroom u n t i l 3:45 p.m.

H e t e a s e d me, giggled, a t t a c k e d my grade 3 and 4 v i s i t o r s , dropped

books on t h e f l o o r , r a n around t h e classroom t a u n t i n g me t o chase him,

h i d my pen, p u l l e d my h a i r , knocked me over a s he l e a p t on my back

from behind, e t c . , etc.

Interpretation. Once a g a i n I wonder what happened t o David a t

home over n i g h t . The only change i n t h e classroom a c t i v i t i e s was o u r ,

p l a n n i n g f o r our cooking l e s s o n tomorrow when we would be baking

muffins. I knew t h a t he loved t o e a t , perhaps he was o v e r l y e x c i t e d

about muff i n s .

Teacher's feelings. This day wore me o u t completely. After

 101

t h e e n t i r e day of c o n t r o l l i n g my responses, s o t h a t I could f i r m l y

not f r a n t i c a l l y guide David's behavior, my energy l e v e l had become

depleted, I chose t o endure h i s a f t e r school a n t i c s , however, hoping

t o g i v e him t h e o p p o r t u n i t y t o wear o u t a l l h i s energy s o t h a t perhaps

tomorrow he would be calmer.

February 2

David walked i n t o t h e classroom looking very sad. He walked

s t r a i g h t t o m e , slumped h i s s h o u l d e r s and s a i d t h a t h i s maw would n o t

allow him t o b r i n g b l u e b e r r i e s f o r our muffins. I s a i d t h a t I could

s e e t h a t he was very sad about t h a t . He s a i d t h a t he was s o r r y . I

s a i d t h a t I understood, t h a t sometimes p a r e n t s do t h i n g s t h a t we j u s t

d o n ' t understand and t h a t we can sometimes c r y because we f e e l s o bad.

I hugged him and t o l d him t h a t I would go t o t h e s t o r e a t lunchtime

and buy some b l u e b e r r i e s s o he should n o t worry anymore, we would

s t i l l have o u r b l u e b e r r y muffins. He seemed t o f e e l j u s t a l i t t l e

better. L a t e r i n t h e day, a f t e r t h e muffin baking s e s s i o n , I t o l d

t h e c h i l d r e n t h a t I was very p l e a s e d w i t h o u r cooking s e s s i o n because

everyone was h e l p f u l , we a l l d i d our own p a r t each p a t i e n t l y and

c a r e f u l l y , t h a t w e should s u r e l y bake more o f t e n .

Interpretation. T h i s seemed l i k e a n o t h e r o f David's a t t e m p t s

t o d e r i v e a s e n s e o f belonging i n t h e classroom, b u t once a g a i n h i s

parents f o i l e d h i s plan.

Teacher's f e e l i n g s . I f e l t anger toward David's p a r e n t s . He

had e x p l a i n e d t o u s t h e p r e v i o u s day about h i s mother's p r e p a r i n g
b l u e b e r r i e s f o r f r e e z i n g , t h a t t h e r e were p l e n t y o f bags of blue-

b e r r i e s i n t h e i r f r e e z e r , s o it appeared t o be a r e a l i s t i c o f f e r f o r

him t o make i n c o n t r i b u t i o n t o our muffins. He wanted t o belong by

offering h i s contribution. A f t e r school, David's b r o t h e r , Paul, came

t o e x p l a i n t o m e t h a t h i s mother d i d n o t f e e l t h a t she could give t h e

classroom any b e r r i e s , t h a t it might l e a v e t h e family s h o r t . That

even made me a n g r i e r , she could have phoned me h e r s e l f . I felt

c l o s e r t o David because of h i s uncooperative p a r e n t s ,

February 5

David a r r i v e d l a t e t h i s morning, d i s h e v e l e d , looking t i r e d .

He e x p l a i n e d a p o l o g e t i c a l l y t h a t h i s mother woke up s o l a t e t h a t she

d i d n o t even have enough time t o w r i t e a n o t e t o e x p l a i n h i s l a t e

arrival. I t o l d him t h a t I n o t i c e d t h a t he h u r r i e d and d i d h i s b e s t

t o a r r i v e a s c l o s e a s p o s s i b l e t o s t a r t i n g time and t h a t was very

important. A l l day he k e p t a p a r t from everyone. When I t r i e d t o make

c o n t a c t he s a i d t h a t he wanted t o be a l o n e , t h a t he was f e e l i n g s i c k .

I a s s u r e d him t h a t I would be a v a i l a b l e t o him whenever he needed me,

I placed my arm on h i s shoulder o f t e n today.

Interpretation. Something must have happened on t h e weekend.

My openings t o d i s c o v e r i f i n f a c t a n y t h i n g d i d u p s e t David were

c l o s e d by him. For i n s t a n c e , I asked him i f he had a busy weekend

w i t h h i s family. He s a i d t h a t he had. When I asked him i f he would

J i k e t o t e l l m e about i t , he s a i d t h a t he would n o t . A l l I could do

was convey my c a r i n g f o r him even though he could n o t respond, My

hunch was t h a t he f e l t very badly t h a t he could n o t conform t o t h e

 103

r u l e o f a r r i v i n g on time. Rules t o him a r e n o t t o be b e n t o r broken

- particularly ones t h a t he f a v o r s . Following t h e r u l e s might

c o n t r i b u t e t o h i s s e n s e o f belonging. Breaking t h e r u l e o f a r r i v i n g

on time was p r o b a b l y v e r y f r i g h t e n i n g t o him.

Teacher's feelings. Stymied. I could n o t r e a c h David today.

Even though he was completely i n s u l a r , I f e l t a s t r a i n because he

seemed s o needy. Even though I d i d n o t appear t o be u s i n g up energy

t o be w i t h him, I r e a l l y f e l t t i r e d a t t h e d a y ' s end. I cared f o r

him and h i s d i s t a n c e worried me. I was beginning t o wonder about

home. Is dad an a l c o h o l i c ? Does he abuse kids/mother? I was a l s o

very f r u s t r a t e d w i t h t r y i n g and n o t succeeding t o i n s u r e t h a t he was

s t i l l a c c e p t e d , t h a t he s t i l l belonged even though he a r r i v e d l a t e .

-
February 6

David was withdrawn a g a i n today. I gave him t h e same k i n d

of a t t e n t i o n a s I d i d yesterday. A f t e r s c h o o l , David became a n o t h e r

child. F u l l of energy. H e wanted me t o h o r s e around w i t h him because

he wanted some fun b e f o r e he went home t o h i s b o r i n g watching T.V.

We d i d a l i t t l e w r e s t l i n g on t h e f l o o r , t h e n I t o l d him t h a t I was

j u s t t o o t i r e d t o go on. So we s a t down t o t a l k . I t o l d him t h a t I

enjoyed o u r time a f t e r s c h o o l because it gave u s time t o g e t t o know

each o t h e r . He s a i d t h a t he d i d n o t complete h i s j o u r n a l e n t r y t o d a y

and would I h e l p him? I helped him and he seemed v e r y p l e a s e d w i t h

himself b e f o r e he went home.

Interpretation. Whatever was on h i s mind y e s t e r d a y was on h i s

 104

mind a g a i n today ( t h a t i s , i f h i s a c t i o n s a r e an a c c u r a t e i n d i c a t o r ) .

Perhaps he wanted a t l e a s t my warm c o n t a c t b e f o r e going o f f t o a

"cold" home.

Teacher's feelings. Tired a s I was a t t h e end of t h e day, I

knew t h a t I could muster up some energy f o r David. I seemed t o be

most p a t i e n t and t o l e r a n t of David, g i v i n g o f myself even i f t h a t

meant over-extending myself.

February 7

D a v i d ' s behavior continued t o be r e s e r v e d , withdrawn and

insular. He asked i f he could move h i s desk b e s i d e mine, t h e n he

surrounded himself w i t h f u r n i t u r e . I n s i d e t h i s f o r t he s a t most of

t h e day. I v i s i t e d him s e v e r a l times t o p l a n h i s work w i t h him and

t o encourage h i s long p e r i o d s o f c o n c e n t r a t i o n . A t one p o i n t , I asked

him i f he would p l e a s e j o i n an o r a l r e a d i n g l e s s o n , he agreed. He

v o l u n t e e r e d t o r e a d a passage w i t h e x p r e s s i o n t o demonstrate t h e p o i n t

of t h e l e s s o n . Barbara stopped him j u s t b e f o r e he began and suggested

t h a t we make a p o l i c y n o t t o c o r r e c t anyone's r e a d i n g u n l e s s t h e y ask

f o r help. David seemed t o l i k e t h a t suggestion and read f a u l t l e s s l y

( t h i s was n o t u s u a l ) .

Interpretation. David's needing t o be a l o n e may be t h e r e s u l t ,

o f r e s i d u a l f l u , o r , something he needs t o t h i n k about w i t h o u t i n t e r -

ruption. H i s day p l a n c o n s i s t e d of t a s k s which r e q u i r e d l i t t l e

t h i n k i n g f o r him t o complete. He seemed t o want t o keep busy, b u t n o t

t o t a x h i s mind. H i s need t o b u i l d h i s f o r t s around h i s desk and h i s

need t o be c l o s e t o me might have i n d i c a t e d a f e a r of b e i n g a l o n e

and h i s need t o be p r o t e c t e d . Was h i s d e p r i v a t i o n o f warmth and

c a r i n g a t home b e i n g sought from me?

Teacher's f e e l i n g s . For t h e f i r s t t i m e , I r e a l l y sensed

David's f e a r . I knew n o t e x a c t l y what t h a t f e a r was, b u t my g u e s s

was t h a t he was f e a r i n g b e i n g a l o n e . H e seemed t o want p r o t e c t i o n

from me, from h i s f o r t . H i s coming t o r e a d w i t h t h e group seemed

a l m o s t a r e s i g n a t i o n t o me, " A l l r i g h t . I ' l l do a n y t h i n g you ask a s

l o n g a s I can be near you, c a r e d f o r by you." I began t o view him a s

a " h e l p l e s s " l i t t l e c h i l d , s c a r e d and a l o n e . My h e a r t ached t o h e l p

him. I knew t h a t t h i s h e l p would t a k e a l o t o f time and p a t i e n c e

from me. I knew I would c o n t i n u e - t o d a y h i s behavior r e i n f o r c e d my

commitment t o h e l p him.

February 8 - February 18

Teacher was a b s e n t due t o i l l n e s s .

Februarv 1 9

My r e t u r n a f t e r such an extended p e r i o d f i l l e d me w i t h

a n x i e t y about David. I worried t h a t he may have changed and become

a g a i n t h e mischievous l i t t l e guy o f months ago. But I was g r e e t e d by

one t e a c h e r who knew David w e l l and was r e l i e v e d when she t o l d me t h a t

t h e s u b s t i t u t e t e a c h e r t a l k e d t o h e r a b o u t David. The s u b s t i t u t e

t e a c h e r knew David from l a s t y e a r and she s a i d t h a t a t f i r s t she

dreaded b e i n g i n t h e same classroom w i t h David - she had t o o many bad

memories o f him from h e r e x p e r i e n c e w i t h him l a s t y e a r . However, she

was p l e a s a n t l y s u r p r i s e d soon a f t e r t h e morning began. "What a

change, something n i c e must b e happening f o r him t h i s y e a r , " she

said. David c o n t i n u e d t o be "well-mannered" a l l week. Then a n o t h e r

t e a c h e r who t a u g h t p h y s i c a l e d u c a t i o n t o my c l a s s t o l d me t h a t when

he had h e a r d t h a t I would be o f f f o r s e v e r a l days, he dreaded t o be

i n t h e c l a s s w i t h David. He t h o u g h t t h a t I was t h e s t a b i l i z i n g f o r c e

i n David's good b e h a v i o r and w i t h o u t m e , he was c e r t a i n t h a t David

would r e g r e s s i n t o h i s d i f f i c u l t behavior o f l a s t y e a r and e a r l i e r

t h i s year. But he t o o was p l e a s a n t l y s u r p r i s e d . He s a i d t h a t he

a c t u a l l y had been e n j o y i n g David's sense o f humor and h i s g e n t l e n e s s

toward t h e o t h e r c h i l d r e n . He s a i d i t was h a r d f o r him t o b e l i e v e

t h a t t h i s was t h e same c h i l d t h a t he r e g u l a r l y saw s i t t i n g o u t s i d e t h e

p r i n c i p a l ' s o f f i c e l a s t year. And, David was l o v e l y a l l day. When

we planned h i s work t o g e t h e r , he decided t h a t he should t a c k l e more

tasks. So h i s day c o n s i s t e d o f a s p e l l i n g a c t i v i t y , j o u r n a l e n t r y ,

math a c t i v i t y , s i l e n t and o r a l r e a d i n g , and h i s "study" p r o j e c t (he

chose God). I t o l d him sometime d u r i n g t h e day t h a t I n o t i c e d t h a t he

worked s o w e l l , t h a t a l l h i s work showed s o much t h o u g h t , t h a t I l i k e d

t o s e e him c o n c e n t r a t e s o w e l l . He s a i d t h a t he wanted t o complete

a l l h i s t a s k s s o t h a t he could draw a p i c t u r e of S t a r Wars w i t h Johnny.

Interpretation. The t h e o r y must have v a l i d i t y t h a t s t a t e s t h a t

i f a p e r s o n f e e l s good about h i m s e l f , he may t h e n t r e a t o t h e r s b e t t e r

and can a l s o accomplish more t h i n g s i n h i s own l i f e . L u c k i l y , David's

more p o s i t i v e f e e l i n g s a b o u t h i s p l a c e i n t h e c l a s s and c o n s e q u e n t l y

h i m s e l f , seem t o b e h o l d i n g . Also, s t a f f and c h i l d r e n a r e b e g i n n i n g

t o t r e a t him a s a "good" boy i n s t e a d o f a s a "bad" boy (except f o r

t h e p r i n c i p a l who s t i l l b e l i e v e s t h a t David i s b a s i c a l l y a " r o t t e n

k i d " w i t h a " c h i p on h i s s h o u l d e r " ) .

Teacher's feelings. Elated! Not o n l y d i d I s e e David

d i f f e r e n t l y , b u t s t a f f and t h e s u b s t i t u t e who knew David from l a s t

year saw a change i n David. I f e l t t h a t some o f my concerns and

e f f o r t s were beginning t o make a d i f f e r e n c e i n David's l i f e . I felt

gratified.

February 2 1

I g r e e t e d David warmly t h i s morning and he responded cheer-

fully. H e s a i d immediately t h a t he planned t o work on t h e God

p r o j e c t most o f t h e day. I a s s u r e d him t h a t i f he needed any

a s s i s t a n c e t h a t I would be a v a i l a b l e . He s a i d , "I know that!" For

a break from h i s God study he t o l d me t h a t he wished t o b u i l d a tower.

Not much l a t e r , he c a l l e d me t o t h e b l o c k s c e n t e r and showed me two

towers. H e wanted t o know how t a l l one tower would be i f he could p u t

them on t o p o f each o t h e r . I asked him how he could f i n a o u t . He

s a i d t h a t one way would be t o p u t one on t o p o f t h e o t h e r " r e a l l y " .

H e a l s o t h o u g h t t h a t measuring them woudd do i t , b u t he d i d n o t know

how t o go about it. Together we measured each tower w i t h s t r i n g , then

t i e d the s t r i n g s together. The tower would be high, he could s e e now.

But t h a t was n o t enough. He wanted t o know t h e h e i g h t i n c e n t i m e t e r s .

Attempts w i t h r e a l measure became f r u s t r a t i n g f o r him, s o he s e n t me

away and t o l d me t h a t he would j u s t t r y t o p l a c e one tower on t o p of

t h e o t h e r and f o r g e t how many c e n t i m e t e r s high it was. J u s t t o look

a t t h e t a l l tower would be enough. He d i d , and t h e n measured it. He

d i s c o v e r e d t h a t t h i s one tower was h i g h e r t h a n any o t h e r tower t h a t

had been b u i l t t h i s y e a r , "even h i g h e r t h a n S t e v e n ' s " .

Interpretation. With David's r e d u c i n g h i s need f o r showing

o f f he had become more i n v o l v e d i n t h i n k i n g about c u r r i c u l a r a c t i v -

ities. H i s p e r s e v e r a n c e w i t h h i s God s t u d y and h i s tower b u i l d i n g and

measuring was evidence t h a t h i s a t t i t u d e toward h i s behavior i n t h e

classroom was changing from p r e v i o u s weeks and months. H i s ability

t o d e a l w i t h h i g h e r o r d e r c o g n i t i v e q u e s t i o n s may s u g g e s t t h a t primary

needs a r e more s a t i s f i e d .

Teacher's feelings. P a r t i c u l a r l y David's involvement i n h i s

t a s k of measuring h i s towers was a d e l i g h t f o r me. He was b e g i n n i n g

t o show some i n t e r e s t i n f i n d i n g o u t more deeply some i n f o r m a t i o n

about t h i n g s around him. I had n o t i c e d t h a t he a f t e n leaned o v e r my

shoulder w h i l e I engaged i n a deep d i s c o v e r y w i t h o t h e r c h i l d r e n , b u t

I o f t e n wondered i f he would t a k e time and p a t i e n c e t o do t h e same.

How very e n c o u r a g i n g f o r me t o s e e t h a t he may now a l s o b e ready.

February 22

During lunchtime, Johnny s t o l e D a v i d ' s hockey c a r d s . O r so

t h e s t o r y goes. David d e c i d e d t h a t Johnny must have s t o l e n h i s c a r d s

because S t e v e n s a i d t h a t Johnny was "hanging around" h i s desk f o r a

long time. T h i s was enough f o r David t o a c t . He r a n t o Johnny's

house, i n s i s t e d t o Johnny's mother t h a t Johnny had t a k e n h i s c a r d s .

H i s mother r e p l i e d t h a t t h e r e seemed t o be some c a r d s which she d i d

n o t remember buying f o r Johnny. So when David i n s i s t e d t h a t t h e y

were h i s , she gave them t o him. L a t e r , Johnny a d m i t t e d t o David t h a t

he took t h e c a r d s and apologized. When lunch was o v e r , David t o l d me

t h e whole s t o r y . He i n s i s t e d t h a t i n o r d e r t h a t Johnny never do t h a t

again, I must s h o u t a t him f o r doing wrong, He was completely c l e a r

t h a t s h o u t i n g a t Johnny was important. A f t e r much d i s c u s s i n g , I knew

t h a t I had t o admit t o David t h a t I could n o t do t h i s . I t o l d him

t h a t I b e l i e v e d t h a t sometimes people can l e a r n a l e s s o n without being

shouted a t f o r doing wrong. I t o l d him t h a t because Johnny admitted

t o s t e a l i n g and because he apologized, he l e a r n e d a l e s s o n . I

assured David t h a t I would t a l k t o Johnny about t h i s , b u t I was p r e t t y

c e r t a i n t h a t I could n o t shout a t him. David seemed d o u b t f u l t h a t

t a l k i n g would be s u c c e s s f u l and s a i d , " I ' l l j u s t b e t he w i l l do it

again soon",

Interpretation, David's sense o f r i g h t and wrong seemed t o be

h i s m o t i v a t o r f o r dashing t o Johnny's house t o c o n f r o n t h i s mother

about t h e s t o l e n c a r d s . And, h i s b e l i e f t h a t a wrong done cannot go

unpunished guided him t o i n s i s t t h a t I reprimand Johnny. What seemed

most important t o me about t h i s i n c i d e n t was t h a t David was a s k i n g me

t o i n t e r v e n e , a s k i n g me t o " g e t even" f o r him i n s t e a d o f b e a t i n g up

Johnny h i m s e l f .

Teacher's feelings. I was e x c i t e d w i t h David's s p i r i t t o dash

t o Johnny's house because he b e l i e v e d t h a t Johnny had h i s c a r d s . I

found t h i s t o be unusual behavior f o r one s o young. The u s u a l p a t t e r n

w i t h l i t t l e ones i n s i t u a t i o n s l i k e t h i s i s t h a t t h e y a p p e a l t o an
a d u l t f o r help. I spoke t o Johnny's mother on t h e phone a f t e r school

t o f o l l o w up on D a v i d ' s v i s i t . She s a i d he was s o c o n f i d e n t and 1 ,

determined when he p r e s e n t e d h i s c a s e t h a t s h e was c e r t a i n t h a t

Johnny must have been r e s p o n s i b l e f o r t a k i n g t h e c a r d s . She a l s o s a i d

t h a t David was q u i t e an unusual c h i l d . She could remember Johnny's

coming home c r y i n g many t i m e s l a s t y e a r because David would have h u r t

him, b u t t h i s had n o t happened t h i s y e a r a t a l l . Xxcept f o r t h i s

i n c i d e n t s h e d i d n o t h e a r Johnny complain a b o u t David.

February 26

David n o t i c e d some French s t i c k e r s on my desk, asked what t h e y

were f o r . I t o l d him t h a t I would use them w i t h t h e grade seven c l a s s

i n French. Then I r e a d t h e words on t h e s t i c k e r s . He r e p e a t e d them

and was g i g g l i n g h y s t e r i c a l l y because he had never heard such sounds

before. He asked i f I would g i v e him one i f he d i d some work. I told

him t h a t he was welcome t o t a k e one now. "Oh, no, t h e y a r e s t i c k e r s

and you o n l y g e t s t i c k e r s i f you do good work," he s a i d . I t o l d him

t h a t I g i v e s t i c k e r s t o anyone i f t h e y a s k me f o r them. He r e t o r t e d ,

"You're wrong, M r s . D.!" A l l day l o n g he r e t u r n e d t o my desk w i t h

work t o mark, and with e v e r y t a s k , he r e a c h e d f o r a s t i c k e r , and was

s o proud.

Interpretation. David's c o n s t r u c t about rewards and

punishments was very s t r o n g - a t home, w i t h h i s f a t h e r p a r t i c u l a r l y ,

.and a t s c h o o l l a s t y e a r w i t h t h e use o f s t i c k e r s a s rewards f o r

completing assignments.
 Teacher's feelings. I was confused. Was I wrong a l l t h e s e

months, t r y i n g t o encourage c h i l d r e n t o become i n v o l v e d i n c u r r i c u l u m

because o f genuine i n t e r e s t r a t h e r than be motivated by some form of

bribery? He looked s o happy w i t h t h e s e s t i c k e r s . Could I l i v e w i t h

t h i s f o r t o o l o n g , I wondered? I decided t o w a i t and s e e , p e r h a p s

t h e n o v e l t y would wear o f f goon. But I a l s o wondered i f w i t h t h e

n o v e l t y wearing o f f would David's enthusiasm f o r l e a r n i n g t a s k s a l s o

wear o f f .

February 27

David worked v e r y h a r d a g a i n today i n o r d e r t o have s t i c k e r s

p l a c e d on each t a s k . He began e a r l y i n t h e morning by c o r n e r i n g me

f i r s t t h i n g t o h e l p him p l a n h i s day. He planned and completed a

j o u r n a l e n t r y , math t a s k c a r d , review of number f a c t s , p a i n t e d a

picture. I t r i e d n o t t o show my d i s a p p r o v a l of h i s r e q u e s t i n g a

s t i c k e r e a c h t i m e , b u t one time I d i d ask him i f he could t e l l me

what t h e s t i c k e r s meant. He answered t h a t t h e y t o l d him how good he

worked. I asked him how t h a t worked. "Well, I j u s t count them, t h e n

I know t h a t I d i d good." I asked i f t h e r e was any o t h e r way t o t e l l

that. He s a i d t h e r e was, b u t t h i s was "funner". I asked i f he

r e c e i v e d them l a s t y e a r . H e s a i d n o t many.

Interpretation, A s t i c k e r meant a l o t t o him p e r h a p s more s o

because he may n o t have r e c e i v e d many l a s t y e a r w h i l e o t h e r c h i l d r e n

had. He found a way t o make up f o r missing o u t l a s t y e a r . Yet, there

was a s e n s e o f f a i r n e s s w i t h h i s c h o i c e s o f s t i c k e r s . He o n l y chose
" e x c e l l e n t " when he t o l d me t h a t he had done h i s v e r y b e s t p r i n t i n g

and t h i n k i n g .

Teacher's feelings, Although t h e i d e a t h a t David was working

f o r h i s s t i c k e r c o l l e c t i o n was a b h o r r e n t t o me, I could n o t c o n t r o l

t h e e l a t i o n I f e l t when he smiled w i t h p r i d e e a c h t i m e he chose a

sticker. H i s happiness was more i m p o r t a n t t o me t h a n t h e p r i n c i p l e

involved here. I might have i n v e n t e d t h i s f o r my own s a t i s f a c t i o n ,

b u t I f e l t t h a t t h e r e was more t h a n t h e s t i c k e r m o t i v a t i o n f o r h i s

working h a r d - I f e l t t h a t t h e r e was an i n t r i n s i c r e a s o n f o r h i s

s t r i v i n g t o l e a r n , it was i m p o r t a n t t o him t o be l e a r n i n g a s w e l l a s

receiving h i s stickers.

February 2 8

David seemed a g i t a t e d t h i s morning when I g r e e t e d him. He

s p e n t more t i m e roaming around t h e classroom t h a n he had t h e s e p a s t

days. A t one p o i n t , I n o t i c e d t h a t David was s n e a k i n g i n t o o t h e r

children's t o t e trays. Then I saw h i s motive. He had been checking

o u t s t u d e n t e x e r c i s e books i n o r d e r t o determine t h e o n e s which had

s t i c k e r s i n them. Each t i m e he found a s t i c k e r , he g e n t l y t o r e it o u t

and p o c k e t e d it. I ignored t h i s , t h i n k i n g t h a t I would o n l y i n t e r v e n e

i n t h i s a c t i v i t y i f a c h i l d complained t o me. No one d i d . Later i n

t h e day, David approached me b r i s k l y and a s s e r t e d t h a t he would n o t be

working o n h i s God s t u d y anymore. H i s b r o t h e r had r i p p e d h i s work and

he j u s t c o u l d n o t do it a g a i n . I s a i d I was s o r r y t h a t happened. He

seemed unemotional about it. I d i d n o t a t t e m p t t o e x t r a c t anymore

i n f o r m a t i o n r e g a r d i n g t h e circumstances. Not much l a t e r , he

 113

he approached me a g a i n , t h i s time c a r r y i n g a book about e l e c t r i c i t y

which he s a i d would h e l p him w i t h h i s n e x t p r o j e c t - electricity. He

a l s o found t h e s t o r y of Samson and D e l i l a h and t o l d me t h a t he hoped

t o copy t h e whole s t o r y b e f o r e he l e f t second grade. I t o l d him t h a t

I was s o happy t h a t he found two s u b j e c t s today t h a t were i n t e r e s t i n g

t o him. He s m i l e d , "Yah", g i g g l e .

Interpretation. David's b e h a v i o r seemed t o c o n c e n t r a t e on

amassing a l l t h o s e t h i n g s which he b e l i e v e d were s i g n s of belonging.

He i n c r e a s e d h i s number o f s t i c k e r s - s i g n s of s u c c e s s t o him which

seemed a symbol t o him o f belonging (it worked w i t h c h i l d r e n l a s t

year). He found two s u b j e c t s o f i n t e r e s t t o work on - I would be

pleased with t h i s . He seemed n o t t o b e a b l e t o a c c e p t my c a r i n g

without " e a r n i n g " it. Once a g a i n h i s reward and punishment c o n s t r u c t

seemed e v i d e n t . David needed t o belong s o badly t h a t he s t o l e

s t i c k e r s hoping t o be a c c e p t e d i f he had them i n h i s p o s s e s s i o n .

Teacher's feelings. I f e l t s o s o r r y f o r David. My c a r i n g f o r

him seemed t o be b u i l t around a number o f c o n d i t i o n s which he con-

s c i o u s l y o r unconsciously s e t o u t t o meet today. How f r u s t r a t i n g f o r

me! I f e l t happy t h a t I d i d n o t c a l l David on h i s t a k i n g s t i c k e r s

from o t h e r c h i l d r e n ' s notebooks and a r t work because I f e l t he could

not help doing t h i s . Behavior comes from need and sometimes needs

r e s u l t i n "bad" behavior and we simply c a n ' t h e l p it ( f o l l o w i n g ~ a t h s '

t h e o r y o f emotional n e e d s ) .
 March 1

David " s t i r r e d " a l l day, never s i t t i n g a moment, n e v e r

calming down. He d i s t u r b e d , jabbed, t e a s e d , r a n around, punched a l l

of u s a l l day. He g i g g l e d everytime I a t t e m p t e d t o speak t o him.

Sometimes when I p l a c e d my hand g e n t l y on h i s s h o u l d e r , he s t o p p e d

f o r a few seconds. I could not be n e a r him o f t e n enough f o r my

p r e s e n c e t o make a d i f f e r e n c e , s o we a l l s u f f e r e d w i t h h i s e r r a t i c

behavior. He c o n t i n u e d a f t e r school. F i n a l l y , I t o l d him t h a t I was

t i r e d , t h a t I would p r e f e r t h a t we s a t down t o t a l k f o r a w h i l e

b e f o r e he went home. He s a i d t h a t was a l l r i g h t w i t h him, b u t

c o n t i n u e d t o d a s h about t h e room. I r e i t e r a t e d t h a t I was j u s t too

' exhausted t o keep up w i t h him and t h a t it was time I went home. He

tugged a t me and s h o u t e d , " I ' m s o r r y , I ' m sorry!" and r a n o u t t h e

door,

Interpretation. He seemed u n c o n t r o l l a b l y e x c i t e d a b o u t some-

thing. H i s g i d d i n e s s made it i m p o s s i b l e f o r me t o exchange a s e r i o u s

word w i t h him, s o I could n o t o b t a i n any c l u e s about t h e r e a s o n f o r

h i s changed b e h a v i o r . He d i d n o t seem t o have any m a l i c i o u s i n t e n t

f o r h i s t e a s i n g us.

Teacher's feelings. Much a s t h i s k i n d o f day w i t h David was ,

e x h a u s t i n g , I f e l t r e l i e v e d t h a t he d i d n o t appear angry a s he had

when he a c t e d i n t h e s e ways months ago. I t was most f r u s t r a t i n g f o r

me t o watch t h i s energy go t o waste. I f e l t t h a t I should have been

a b l e t o t a p t h i s exuberance i n a c o n s t r u c t i v e endeavor. I somewhat,

t h e r e f o r e , f e l t a f a i l u r e , and made a d e c i s i o n t h a t should he behave

much t h i s way next day, I should t r y h a r d e r t o reach him. Perhaps,

by h o l d i n g him and speaking g e n t l y t o him about h i s purpose i n coming

t o school, t a k i n g c a r e n o t t o a l i e n a t e him from h i s good r e l a t i o n s h i p

w i t h me t h a t had taken s o long t o develop. I thought I might

reconnect him t o r e a l i t y ,

March 2

David s t a r t e d e a r l y t h i s morning s p i n n i n g around t h e c l a s s -

room. H i s whole day was l i k e y e s t e r d a y , i f n o t even more e n e r g e t i c .

S t i l l h i s " s t i r r i n g " was not m a l i c i o u s , j u s t annoying t o t e a c h e r and

children, I decided t h a t it was n e c e s s a r y f o r me t o spend t h e lunch

hour i n t h e classroom s o t h a t t h e s u p e r v i s i n g t e a c h e r would n o t have

t r o u b l e w i t h David, s i n c e c h i l d r e n were "allowed" t o s t a y i n s i d e

today because of inclement weather. I n o t i c e d t h a t David d i d n o t e a t

any lunch, nor d i d he go home f o r lunch. When I asked him about t h i s ,

he s a i d t h a t he was n o t hungry. H e f u r t h e r s a i d t h a t he was n o t

hungry y e s t e r d a y a t lunch, nor a t d i n n e r l a s t n i g h t , nor b r e a k f a s t

t h i s morning! I asked him i f he n o t i c e d t h a t h i s not e a t i n g might be

a f f e c t i n g h i s behavior. He r e p l i e d g i g g l i n g t h a t he f e l t f i n e , r o l l e d

o v e r on t h e f l o o r i n h y s t e r i c s . I t o l d him t h a t I was worried about

h i s n o t b e i n g hungry, t h a t sometimes n o t e a t i n g can r e a l l y h u r t . He ,

a s s u r e d me t h a t he was f e e l i n g f i n e , b u t d i d n o t r e f u s e my o f f e r o f

cheese and c r a c k e r s and an apple. A f t e r he completed h i s munching, he

s a i d t h a t f o r some reason he d i d f e e l hungry a s soon a s he saw my food.

I t o l d him t o e a t a s much a s he l i k e d , and he d i d . There, however,

was no change i n behavior a f t e r lunch,

Interpretation, I t might have been D a v i d ' s l a c k of food f o r

such an e x t e n d e d p e r i o d o f time which was r e l a t e d t o h i s spacey

behavior, H i s mother had mentioned t o me h e r concern about D a v i d ' s

e a t i n g h a b i t s s e v e r a l t i m e s t h a t I spoke w i t h h e r . She s a i d t h a t i f

he craved s w e e t s , he would n o t e a t a n y t h i n g e l s e . Perhaps, he was on

one o f t h o s e b i n g e s f o r t h e p a s t few days. A l t e r n a t e l y , could he

have been punished by b e i n g " s e n t t o bed w i t h o u t supper"???

Teacher's feelings. So many t i m e s i n t h e p a s t t h r e e d a y s , I

f e l t t h a t David was a c t i n g i n such a s t r a n g e way because he was

c e r t a i n l y a s t r a n g e boy. But I f o r c e d myself t o s e e behind stigma-

t i z i n g him w i t h naughty b e h a v i o r , I r e f u s e d t o a c c e p t t h i s a s normal

f o r him. I hoped t h a t a r e a s o n would s u r f a c e which would e x p l a i n h i s

flighty actions. D i s c o v e r i n g t h a t h i s d i e t was n o t s u f f i c i e n t gave

me t h a t much more confidence t h a t my c o n t i n u a l f a i t h i n h i s b e i n g a

"good" boy was t h e c o r r e c t thought p a t t e r n t o c l u t c h o n t o even though

a t t i m e s it seemed u n j u s t i f i e d . I f e a r e d t h a t s e e i n g him a s "naughty"

would p r e v e n t me from encouraging h i s "good" behavior. But I was

worried a b o u t h i s food problem. I could n o t h e l p wondering i f h i s

f a t h e r was denying h i s d i n n e r a s a punishment.

March 5

David walked s t r a i g h t t o my s i d e t h i s morning a s he e n t e r e d

t h e classroom e a r l y . I n s i d e a brown bag, he c a r r i e d a few r o c k s which

he s a i d he c o l l e c t e d on t h e weekend. He seemed s e r i o u s and r e a d y t o

begin h i s day. Right then, we planned h i s day t o g e t h e r . He was

e x c i t e d a b o u t doing a rock study. He decided t o g a t h e r some books

from o u r s h e l v e s t o l e a r n how t o name t h e ones he had w i t h him. I

helped him f i n d t h r e e , and he s a i d t h a t he would look f o r more by

himself. L a t e r a t our group g a t h e r i n g , David announced t h a t a l l t h e

French s t i c k e r s were gone. He was completely m a t t e r o f f a c t about

this. I was prepared f o r some o u t b u r s t from him o r a t l e a s t some

r e f u s a l t o work, b u t he seemed t o a c c e p t t h e s i t u a t i o n and continue

w i t h h i s planned day. A t one p o i n t , he approached me and s a i d t h a t

t h e books which he found i n t h e classroom were n o t adequate f o r him.

We went t o g e t h e r t o s e e t h e l i b r a r i a n . The l i b r a r y was closed f o r

t h e day. He s a i d , "Oh, w e l l , I ' l l j u s t do a volcano study. I know

a l o t about volcanoes s o I won't need any books." T h i s he d i d f o r

most of t h e day -- wrote about volcanoes o f f t h e t o p of h i s head, and

drew s e v e r a l . During our p r o j e c t s h a r i n g time, he shared h i s

endeavors. The c h i l d r e n were very impressed and t o l d him so. He

beamed. David d i d n o t have lunch a g a i n today.

Interpretation. David might have f i n a l l y worn o u t h i s energy

t h i s weekend. H i s f a t h e r a s s u r e d me on one o c c a s i o n t h a t he under-

s t o o d t h a t l i t t l e boys have an over abundance o f energy, s o he t r i e d

a s much a s p o s s i b l e t o t a k e h i s c h i l d r e n ( t h r e e boys) o u t t o t h e i r

c o t t a g e a l o n g t h e beach. The p a s t weekend was one o f t h o s e times.

Teacher's feelings. I f e l t t h a t I needed more c o n t r o l o r

power s o t h a t I could h e l p David even o u t h i s b e h a v i o r , s o t h a t it was

n o t h i g h up one day and way down t h e next. I f e l t l i k e a marionette

t h e s e l a s t few days (even t h e weekend had n o t f r e e d me) and David

pulled t h e strings. I t was n o t t h a t he was d i r e c t l y c o n t r o l l i n g m e

t o do what he wanted m e t o , b u t h i s mood c o n t r o l l e d my i n t e r a c t i o n

w i t h him, H e seemed t o be l e a d i n g me t o behave toward him i n ways

which were c o n s i s t e n t w i t h h i s moods and needs, n o t i n ways which

were c o n s i s t e n t w i t h my moods o r n e e d s , I wondered why it was o n l y

w i t h him t h a t I a c t e d s o , since it was n o t t r u e f o r my i n t e r a c t i o n s

with o t h e r c h i l d r e n i n t h e classroom. With o t h e r c h i l d r e n , I c o u l d

t r u l y e x p r e s s "myself", a s I f e l t . With David I d i d n o t f a b r i c a t e

a n o t h e r s e l f , b u t I d i d monitor my f e e l i n g s , and d i d choose my words

c a r e f u l l y s o t h a t I could always b e on h i s wavelength - waiving a l l

preconceived i d e a s I had about any s i t u a t i o n i n which he was involved.

I was determined t o g i v e him e v e r y chance t o l e g i t i m i z e even t h e most

seemingly i r r a t i o n a l a c t i o n . My p o s i t i v i s m seemed t o be h e l p i n g him.

I could n o t b e angry w i t h him, even when I f e l t t h i s emotion. I was

worried t h a t he had no l u n c h a g a i n today.

March 6

David walked i n t o t h e classroom l o o k i n g unhappy t h i s morning.

A f t e r a w a r m g r e e t i n g and a l i t t l e s m a l l - t a l k , I t o l d him t h a t I

wondered i f I n o t i c e d t h a t something was b o t h e r i n g him. He s a i d t h a t

n o t h i n g was. I t o l d him t h a t I l i k e d h i s p r e s e n t a t i o n of h i s v o l c a n o .

s t u d y y e s t e r d a y , t h a t he showed he knew a l o t about volcanoes, and

t h a t I looked forward t o h i s r o c k study. He s a i d t h a t t h e r e would n o t

be a rock s t u d y because he t h r e w o u t h i s r o c k s y e s t e r d a y when he g o t

home. When I asked him t h e r e a s o n f o r throwing o u t h i s r o c k s , he s a i d

t h a t h i s mother decided t h a t t h e r e was no room f o r them i n t h e i r

apartment. I t o l d him t h a t I was s o r r y t o hear t h a t , perhaps, he

could go w i t h me i n t o t h e l i b r a r y now and look over some books which

had p i c t u r e s o f t h e rocks which he c o l l e c t e d and he could l e a r n about

them anyway. He s a i d , "No, t h a t ' s okay. I ' l l f i n d something e l s e . "

But a l l d a y he d i d n o t f i n d anything e l s e . H e s t i r r e d and g i g g l e d

except d u r i n g group g a t h e r i n g s when he s a t c l o s e t o me and d i d n o t

appear t o l i s t e n o r t o p a r t i c i p a t e i n any way. David d i d n o t have

lunch a g a i n today.

Interpretation, David was upset. Probably h i s encounter with

h i s mother about t h e rocks was n o t simple. He seemed d i s t u r b e d a l l

day, and I was c e r t a i n t h i s rock i n c i d e n t a t home was one o f t h e

causes. H i s s i t t i n g beside me each g a t h e r i n g might have been a t e s t

o f my c a r i n g f o r him - would I r e f u s e my warmth today a f t e r h i s

behavior and h i s b e i n g uninvolved i n c u r r i c u l a r a c t i v i t i e s a l l day.

Does he need s t r e n g t h and support from m e when he f e e l s i n jeopardy?

The absence o f lunch a g a i n i s alarming.

Teacher's f e e l i n g s , Being unable t o confirm h i s s t o r y about

h i s m o t h e r ' s d e s i r i n g him t o throw o u t h i s r o c k s ( I t r i e d t o c a l l her

a t r e c e s s and lunch b r e a k s ) made me very f r u s t r a t e d . I would n o t have

cross-examined him about t e l l i n g t h e t r u t h even i f she t o l d me t h a t

such an i n c i d e n t d i d n o t occur, b u t I wanted t o h e a r h e r defend h e r

o b j e c t i o n t o D a v i d ' s keeping h i s rocks. I could n o t fathom t h e i d e a

t h a t any mother would demand t h a t h e r c h i l d throw o u t something i n

which t h e c h i l d were p a r t i c u l a r l y i n t e r e s t e d . When I discovered t h a t

David d i d n o t e a t lunch t h i s day e i t h e r , I knew t h a t I needed t o

speak t o h i s mother f o r r e a s o n s beyond my own c u r i o s i t y . I did

f i n a l l y r e a c h h e r approximately 5:45 p.m. She e x p l a i n e d t h a t she

i n s i s t e d t h a t David throw o u t t h e r o c k s because he continued t o p l a y

w i t h them i n t h e l i v i n g room i n s t e a d o f i n h i s bedroom a s she wished.

She a l s o i n s i s t e d t h a t she prepared h i s lunches f o r David and l e f t

them on t h e k i t c h e n t a b l e a s she l e f t f o r work a t 7:30 a.m. David

was n o t e a t i n g t h e lunches a t lunch t i m e , b u t a f t e r school. So i n t h e

end, he was not hungry f o r d i n n e r e i t h e r . She was f r u s t r a t e d . She

s a i d t h a t he was n o t e a t i n g w e l l t h e s e p a s t weeks, b u t t h a t she d i d

n o t know what t o do about t h i s , I suggested t h a t I send t h e school

nurse t o t h e i r house. She was a g r e e a b l e .

March 7

E a r l y t h i s morning, I c a l l e d t h e school nurse about my sug-

g e s t i o n t o David's mother. She s a i d t h a t s h e would f i r s t speak t o

t h e school p s y c h o l o g i s t about t h e v i s i t because she wondered i f t h e r e

had been any c o n t a c t w i t h t h e family p r e v i o u s l y and she h e r s e l f d i d

n o t know many f a m i l i e s y e t s i n c e she was new t o t h i s school a r e a . By

r e c e s s break she c a l l e d me back t o s a y t h a t t h i s was more complicated

because t h e family had many v i s i t s concerning David's e l d e s t b r o t h e r ,

and was n o t very r e c e p t i v e t o school personnel. Yet, a s soon a s I saw

David t h i s morning, he r a c e d o v e r t o me t o t e l l me t h a t he knew t h a t

I had spoken t o h i s mother l a s t evening and t h a t t h e nurse would come

t o s e e t h e family soon t o t a l k about food. He s a i d t h a t he was

e x c i t e d because t h e n he could t e l l h e r what he knew about a l l t h e

food groups t h a t we had s t u d i e d i n t h e classroom. I asked him i f he

knew why I c a l l e d . He d i d n o t . I t o l d him t h a t I c a l l e d h i s mother

because I had n o t i c e d t h a t he was n o t e a t i n g lunch and t h a t I was

worried. He r e p l i e d t h a t t h e r e a s o n t h a t he was n o t e a t i n g t h e l u n c h

h i s mother p r e p a r e d f o r him was t h a t s h e used w h i t e b r e a d i n s t e a d o f

brown whole wheat bread. He s a i d t h a t s i n c e I had t o l d t h e c h i l d r e n

t h a t whole wheat b r e a d was s o much more n u t r i t i o u s , he d e c i d e d t h a t

he should n o t e a t w h i t e b r e a d anymore, b u t h i s mother i n s i s t e d on

buying w h i t e anyway. Then he s a i d t h a t he hoped t h a t t h e n u r s e would

be a b l e t o t a l k "some s e n s e " t o h i s mother, s o t h a t s h e would buy

whole wheat bread. I t o l d him t h a t I was very proud t h a t he l e a r n e d

s o q u i c k l y a b o u t food groups. I a l s o s a i d t h a t I was c e r t a i n t h a t

white b r e a d sandwiches were much b e t t e r t h a n no food a t lunch. He

nodded. I r e i t e r a t e d t h a t it was n o t e v e r good f o r young c h i l d r e n t o

be w i t h o u t food a s l o n g a s he chose t o b e , t h a t was why I was worried

about h i s e a t i n g h a b i t s l a t e l y . I f u r t h e r t o l d him t h a t e a t i n g was

s o i m p o r t a n t t h a t he should t r y t o do h i s b e s t t o e a t good food even

i f he d i d n o t f e e l l i k e it - he l i s t e n e d very wide-eyed. David looked

puzzled f o r some time, s o I s a i d , "Does t h a t n o t sound r i g h t t o you?"

He s a i d , "Sounds r i g h t , I thought t h a t you should never e a t w h i t e

bread." I s a i d t h a t maybe t h i s new i n f o r m a t i o n would h e l p him.

" ~ a y b e ", he s a i d .

Interpretation. David seemed t o want t o p l e a s e me; p e r h a p s

he was a f r a i d o f my d i s a p p r o v a l had he brought white b r e a d f o r lunch.

 T e a c h e r ' s f e e l i n-
gs. I f e l t g u i l t y t h a t I had r e l a y e d a

message t o t h e c h i l d r e n t o o s t r o n g l y t h a t whole wheat bread was s o

much more n u t r i t i o u s . I had n o t c o n s i d e r e d t h e a d v e r s e a f f e c t t h i s

might have i n households where c h i l d r e n were o n l y exposed t o w h i t e

b r e a d , a s i n David's home. F e e l i n g g u i l t y prompted me t o c a l l David's

mother once a g a i n t o e x p l a i n what had happened i n o u r food s t u d y

lessons. She s a i d t h a t she agreed t h a t whole wheat was b e t t e r , b u t

she p r e f e r r e d white bread, She bought o n l y e n r i c h e d white b r e a d , s o

she c o n s i d e r e d h e r lunches n u t r i t i o u s enough. I continued t o explain

t h a t I t o o k time t o t a l k t o David a b o u t h i s e a t i n g h a b i t s and it

seemed t h a t he agreed w i t h me t h a t any k i n d o f b r e a d was b e t t e r f o r

him t h a n no lunch a t a l l . She s a i d t h a t she would watch f o r a change

i n h i s eating. I was very concerned t h a t David might be wanting t o

p l e a s e m e ( h i s avoiding b r i n g i n g t o s c h o o l w h i t e b r e a d l u n c h e s ) . Was

I c r e a t i n g t h e same k i n d of c o n d i t i o n a l reward and punishment con-

s t r u c t a s he experienced a t home? O r was he d o i n g it j u s t s o t h a t i n

t h e end h e would f e e l t h a t he e a r n e d my c a r i n g ?

March 8

T h i s morning, David r a n t o my s i d e w i t h a p l a s t i c bag f u l l o f

s t i c k e r s , "Guess how many s t i c k e r s I have h e r e , " I guessed a t l e a s t

100, he s a i d t h e r e were 1 2 6 . "Some day, I ' l l g e t a l o t of money f o r

these stickers." I asked what made him t h i n k so. H e s a i d t h a t every-

body wants s t i c k e r s , and h i s were s p e c i a l s o t h e y would want h i s and

he would g e t r i c h . H i s maw s a i d so. From t i m e t o t i m e d u r i n g t h e

day, David brought o u t a l l h i s s t i c k e r s t o show some c h i l d r e n h i s

collection. He guarded them v e r y w e l l . F r e q u e n t l y d u r i n g t h e day,

I c a l l e d him o v e r t o a l e s s o n o r t o work w i t h m e . Each t i m e , he came

c a r r y i n g h i s bag o f s t i c k e r s . Most o f t h e time d u r i n g l e s s o n s , he

seemed t o t a l l y preoccupied, b u t was n o t d i s r u p t i v e . I n Math, he made

t h e number 3 1 i n two ways - using only one's blocks, then using three

t e n ' s and one o n e ' s b l o c k . He d i d n o t r e c o r d t h i s i n h i s Math

e x e r c i s e book. He r e a d o u t l o u d t o me, b u t s a i d t h a t he would n o t do

a language a r t s t a s k c a r d u n l e s s he could do it o r a l l y w i t h m e . So

we d i d one o r a l l y (found f i v e c o n t r a c t i o n s and t h e i r d e r i v a t i v e s i n

h i s s t o r y book). During a r t , he i n s u l t e d I r e n e ' s s t r i n g p i c t u r e . I

happened t o h e a r him and s u g g e s t e d t h a t he might have h u r t h e r

f e e l i n g s because she might have done h e r very b e s t . He q u i c k l y apol-

ogized t o h e r and s a i d t h a t she p r o b a b l y d i d a b e t t e r job t h a n he

could do,

Interpretation. Whether D a v i d ' s mother i n f a c t s u g g e s t e d t o

him o r n o t t h a t h i s s t i c k e r s would make him r i c h , he seemed t o

b e l i e v e t h e y had v a l u e . I wondered i f t h e y could have had v a l u e t o

him because t h e y were i n d i c a t i o n s o f h i s "worth". Watching him c a r e

f o r t h e s e s t i c k e r s was a p o s i t i v e e x p e r i e n c e f o r me. I could s e e how

r e s p o n s i b l e he could b e a b o u t something f o r which he c a r e d - he shared

them w i t h h i s f r i e n d s , made s u r e t h e y were a l l t h e r e a f t e r he showed

them t o someone, always p u t them away, was c a r e f u l t h a t t h e y would

n o t crumple.

Teacher's feelings. I was p l e a s e d t h a t David found a n o t h e r

way t o a t t r a c t c h i l d r e n t o him. But I worried t h a t he might f e e l

t h a t o t h e r c h i l d r e n would want t o be w i t h him o n l y when he had some

unusual t h i n g s t o show them. I could s e n s e h i s a c u t e d e s i r e t o

belong, and considered t h i s attempt t o be v e r y h e a l t h y f o r him. I

f e l t some p r i d e f o r him and f o r me when he apologized t o I r e n e f o r

i n s u l t i n g h e r s t r i n g p i c t u r e , even though I suggested t h a t he might

have h u r t h e r f e e l i n g s , I f e l t t h a t he was f i n a l l y i n c l u d i n g o t h e r

peoples' feelings i n his reality. I was f r u s t r a t e d w i t h h i s r e q u e s t

t o do a l l o f h i s academic work o r a l l y today. How do I prove t o t h e

p r i n c i p a l t h a t h e i s g e t t i n g by w i t h h i s grade l e v e l work? His

r e l u c t a n c e t o keep any of h i s recorded work made it even more

d i f f i c u l t f o r me t o prove h i s a b i l i t y . Unless t h e p r i n c i p a l w i l l t a k e

time t o t e s t David o r a l l y , he may never g e t t o know t h a t David i s

capable. I chose t o c r o s s t h a t b r i d g e i f and when we came t o it.

March 9

David seemed chipper t h i s morning. H e asked i f we were

planning a n "Assembly" i n t h e gymnasium today. I said that a s far as

I knew, we would have our usual F r i d a y assembly; t h a t t h e r e was some

s i n g i n g planned f o r t h i s morning. He danced around t h e classroom

g i g g l i n g and r e p e a t i n g over and over t h a t he loved t o h e a r s i n g i n g .

A t t h e assembly g a t h e r i n g , David d i d n o t s i t q u i e t l y which was t h e

school r u l e f o r t h i s occasion. I walked over t o him and g e n t l y

touched h i s shoulder. He squirmed, g i g g l e d and s a i d , "No!" I said

g e n t l y , "David, i f you a r e having a hard time s i t t i n g q u i e t l y , p l e a s e

f e e l f r e e t o l e a v e t h e gym and w a i t f o r u s i n t h e classroom. I'd

r a t h e r t h a t you leave now t h a n have t h e p r i n c i p a l ask you t o l e a v e

i n f r o n t o f t h i s whole group o f s t u d e n t s and t e a c h e r s . " "No!" again.

I l e f t h i s side. He soon stopped f i d g e t i n g and by t h e time t h e

p r i n c i p a l reached t h e f r o n t o f t h e gym, David was s e t t l e d ; he

remained s e t t l e d throughout t h e e n t i r e s e s s i o n . Inside the class-

room, David began t o w r i t e a book f o r t h e l i b r a r y . The t i t l e was t h e

"Three L i t t l e Pigs". A t f i r s t , I thought t h a t he was changing t h e

age-old t a l e t o make it h i s own, b u t I n o t i c e d t h a t he was copying

t h e words o u t o f a book and drawing h i s own p i c t u r e s . He worked on

t h i s i n t e r m i t t e n t l y a l l day. A t one p o i n t , I asked him why he found

i t necessary t o copy a book f o r t h e l i b r a r y i f t h e r e was one l i k e it

a l r e a d y ; maybe h i s "Three L i t t l e Pigs" could be a d i f f e r e n t s t o r y .

He s a i d , "Oh, no! I t h a s t o be e x a c t l y t h e same. What i f one l i t t l e

boy f i n d s t h e l i b r a r y copy, t h e n a n o t h e r l i t t l e boy wants t h e same

book? The o t h e r l i t t l e boy could t a k e mine; then they wouldn't have

t o fight. " I could s e e what he meant, o f course!

Interpretation. David's f i d g e t i n g i n Assembly was probably

excitement about t h e program planned f o r t h e morning. He loved

s i n g i n g and was probably too e x c i t e d t o wait.

David loved t h e s t o r y o f t h e Three L i t t l e P i g s . He seemed

t o have a p e r f e c t l y a c c e p t a b l e r e a s o n f o r h i s behavior i n copying t h e b

story.

Teacher's f e e l i n g s . David's behavior i n Assembly was a

p l a c e f o r him t o do "Public R e l a t i o n s " i n t h e school. Here he was

seen by c h i l d r e n and t e a c h e r s from t h e e n t i r e school. T h i s was t h e

only p l a c e p o s s i b l e t o d i s p e l some of t h e a t t i t u d e s towards David

which had been developed over t h e p a s t two y e a r s . Each time he a c t e d

up I f e l t t h r e a t e n e d f o r him. I r e a l l y could n o t e x p l a i n t o him how

important it was t o him t o behave p a r t i c u l a r l y w e l l h e r e . So t h a t

h i s behavior today caused me anxiety. I s o hoped t h a t he would n o t

be n o t i c e d . I a l s o knew t h a t i f I pushed him t o o h a r d t o s t o p t h a t

he would a c t up even more, s o I backed o f f . I was s o r e l i e v e d when

he cooled down and was n o t noticed.

I might have been u p s e t with David's copying t h e s t o r y book

b u t was a s s u r e d by r e a d i n g John H o l t ' s book, How C h i l d r e n F a i l d u r i n g

my t e a c h e r t r a i n i n g t h a t copying i s a worthwhile a c t i v i t y . It

p r o v i d e s t h e c h i l d w i t h an o p p o r t u n i t y t o c o n c e n t r a t e on t h e s p e l l i n g

of words, c o n s t r u c t i o n , punctuation. H i s motive f o r d u p l i c a t i n g t h i s

f a v o r i t e o f h i s , t o p r e v e n t f i g h t i n g , seemed very i n t u i t i v e o f him.

I was a s s u r e d by t h i s t h a t he was understanding how it was t h a t f i g h t s

started. I f e l t t h a t t h i s was progress.

March 1 2

David d i d n o t a r r i v e i n t h e classroom e a r l y a s he u s u a l l y

did. He s t a y e d o u t s i d e u n t i l t h e b e l l a t 8:55 a.m. c a l l e d everyone

inside. He s a t away from o u r group g a t h e r i n g and threw t i n y wads o f ,

paper a t t h e c h i l d r e n . The c h i l d r e n became angry a t t h e d i s r u p t i o n

before I spoke t o him. I t o l d him t h a t I could n o t a l l o w him t o do

t h i s because t h i s was o u r s p e c i a l time t o g e t h e r and I could n o t l e t

him i n t e r r u p t o u r conversations. He laughed, continued t o t o s s t h e

wads. I l e f t t h e group and, l e a d i n g him by h i s hand, walked him t o

a f a r s p o t i n t h e classroom and s a i d , "David, p l e a s e j o i n u s i n t h e

group. I t i s n o t n i c e t o have a g a t h e r i n g w i t h o u t you." He r e p l i e d ,

"No! I d o n ' t want t o go t o group today." I s a i d t h a t was a l l r i g h t

w i t h m e , i f t h a t was what he r e a l l y wanted, b u t I could s t i l l n o t

a l l o w him t o d i s r u p t our group, and would he k i n d l y a l l o w u s t o go

on. He s a t a t a t a b l e on t h e s p o t and g l a r e d a t me. I returned t o

t h e group. David was angry f o r t h e rest o f t h e morning. Stayed away

from me, f l i p p e d through magazines and books. I t o l d him two t i m e s

t h a t I was ready t o work w i t h him, each time he s a i d t h a t he d i d n o t

want t o b e w i t h me. I asked i f I could send a s t u d e n t t o work w i t h

him. H e r e j e c t e d t h a t , too. He remained withdrawn f o r t h e whole day.

Interpretation, He must have been u p s e t about something.

U n f o r t u n a t e l y I d i d n o t r e a c t soon enough t o h i s d i s p o s i t i o n . I

i n i t i a l l y thought t h a t he was j u s t b e i n g s i l l y about going t o

g a t h e r i n g , b u t h i s mood was deeper s e t t h a n t h a t . When times l i k e

t h i s o c c u r r e d , I wondered what happened a t home. He seemed t o be

a c t i n g i n ways t h a t should cause me t o r e a c t n e g a t i v e l y t o him. Was

he f e e l i n g punished today? Was I supposed t o a l s o punish him f o r

whatever he happened t o have done a t home? Was he f e e l i n g badly about

h i m s e l f , t h e r e f o r e , unacceptable t o o t h e r s ?

Teacher's feelings. I could t e l l t h a t David was f e e l i n g bad

.about h i m s e l f today. I d i d n o t want t o a c t i n ways t h a t would confirm

t h a t he w a s bad, b u t I could a l s o n o t a l l o w him t o d i s t u r b t h e c l a s s -

room f u n c t i o n s a l l day. I t was hard f o r me t o convey t o him t h a t my

view of him was n o t bad, b u t I had t o a s k him t o s t o p h i s b e h a v i o r

because it was d i s t u r b i n g u s . I f e l t l i k e I ' d f a i l e d him t o d a y

because he was s o removed from me and t h e o t h e r c h i l d r e n a l l day.

A t home t h i s evening, I r e r e a d t h e "Dos and Don'ts" o f t h e

Needs Theory i n Raths, 1972 (p. 92-100). I was reminded of what

might happen w i t h a c h i l d whose need f o r l o v e and a f f e c t i o n i s unmet:

"These c h i l d r e n w i l l probably t r y you o u t and s e e i f you w i l l b e

t r u s t f u l even 'when t h e y a r e bad'. They want t h e t r u s t and t h e y

want it f o r themselves a s p e r s o n a l i t i e s , n o t f o r what t h e y do. In

f a c t , when t h e y a r e m i s t r u s t e d by t e a c h e r s , t h e y seem t o f i n d c o n f i r -

mation o f t h e i r f e e l i n g t h a t 'nobody wants them' a s people. It t a k e s

time and p e r s i s t e n c e t o b u i l d t h e r e l a t i o n s h i p t h a t i s needed." Also,

"While we a c c e p t t h e f e e l i n g s o f c h i l d r e n , we must n o t a u t o m a t i c a l l y

accept any kind of behavior t h a t comes a s a r e s p o n s e t o t h o s e

feelings. We must be d i s c r i m i n a t i n g . "

These were encouraging t h o u g h t s f o r me.

March 1 3

A s soon a s David walked i n t o t h e classroom t o d a y , he r u s h e d

over t o my s i d e and asked i f we could have "news" a s soon a s p o s s i b l e

a f t e r o u r g a t h e r i n g began. I r e p l i e d t h a t it would be p o s s i b l e and

t h a t i t seemed t h a t he must have some news f o r u s . He jumped up and ,

down and s a i d t h a t he had. When o u r "news" began, David immediately

n o t i f i e d me t h a t he was ready. He s a i d , "Last n i g h t I gambled w i t h

hockey c a r d s . I had e l e v e n c a r d s and my f r i e n d had many more. A t the

end of o u r gambling, I had 64 c a r d s . I l o s t o n l y one c a r d and I won

a l l the rest." "How e x c i t i n g , you must have had l u c k on your side."

"No, I c o n c e n t r a t e d . My maw s a i d t h a t she wouldn't buy me c a r d s s o

I had t o c o n c e n t r a t e very hard s o t h a t I could win some." "I guess

t h a t your f r i e n d was sad t o l o s e s o many." "Yah, he c r i e d , b u t I

s a i d we won f a i r and square. But he s t i l l c r i e d . " "What d i d you do

then?" "I l e f t him and went home w i t h my c a r d s . Look, h e r e t h e y

are. T h a t ' s somethin' ." We agreed t h a t t h e r e were many c a r d s . All

day, David s t a y e d by my s i d e , r a n h i s f i n g e r s through my h a i r ,

nuzzled h i s d r i p p i n g nose i n t o my h a i r , had h i s arm around me. In

math, we worked on h i s hockey c a r d s - grouped them i n t e n s and ones,

grouped them a c c o r d i n g t o t h e p o s i t i o n t h e p l a y e r s p l a y e d , found o u t

how many h e a c t u a l l y won. Then f o r a language a r t s t a s k , he l e a r n e d

t o s p e l l some hockey p l a y e r s ' f i r s t names, l i s t e d some a c t i o n words

i n hockey p l a y i n g , made a j o u r n a l e n t r y about h i s v i c t o r i o u s gambling.

Interpretation. David spoke about h i s s u c c e s s e s i n such a

way t h a t appeared t o be bragging, b u t t h i s seemed t o make him f e e l s o

good a b o u t h i m s e l f . H i s c o n s t a n t presence b e s i d e me seemed t o make

him s u r e r about himself - he worked d i l i g e n t l y on t h e t a s k s w i t h h i s

hockey c a r d s a s he s a t b e s i d e me, he was c h e e r f u l a l l day, was n o t

prone t o i n t e r r u p t i n g anyone's work. Whatever was u p s e t t i n g t o him

y e s t e r d a y must have been r e s o l v e d .

Teacher's feelings.' Whenever David needed t o "brag", I felt

offended t h a t he d i d s o i n such a way t h a t always seemed a p u t down t o

t h e o t h e r p e r s o n involved. I o f t e n f e l t i n c l i n e d t o s a y t o him "What

about t h e o t h e r guy? Don't you have any f e e l i n g s f o r t h e p e r s o n who

loses?" Today, I d i d n o t push t h i s theme a t him a s he bragged and I

l a t e r wondered if I should have. L u c k i l y , o u r school p s y c h o l o g i s t

stopped i n t o v i s i t o u r s t a f f a f t e r s c h o o l s o I had t h e o p p o r t u n i t y

t o d i s c u s s t h i s with her. We decided t h a t I d i d David a f a v o r by

n o t p u r s u i n g t h e f e e l i n g s o f t h e " o t h e r guy" while David spoke about

h i s success. We decided t h a t David needed t o do t h i s f o r h i s own

good f e e l i n g s about h i m s e l f . That he needs a l l t h i s t o r e c l a i m some

f e e l i n g s o f s u c c e s s a f t e r many e x p e r i e n c e s of f a i l i n g i n s c h o o l and

p e r h a p s a t home. I once a g a i n wondered i f I t o o would f e e l t h e same

a s David should I have had h i s p a s t e x p e r i e n c e s . T h i s v e r y thought

had k e p t me v e r y p o s i t i v e about David many t i m e s b e f o r e and t o d a y a s

well. My l a s t thought about today was t h a t I was b e i n g s o s e l f -

r i g h t e o u s a b o u t t h i s inciden;t; how d a r e I make such e v a l u a t i o n s about

a c h i l d about whom I am concerned.

March 14

Being S t . P a t r i c k ' s Day made t o d a y more a c t i v e t h a n u s u a l .

Each c h i l d t r y i n g t o c r e a t e h i s own S t . P a t r i c k ' s Day symbol, y e t ,

b e i n g r e s p o n s i b l e f o r a number of academic t a s k s . David d i d n o t make

my job e a s i e r - I seemed t o be spending s o much of my time a t t e n d i n g

t o h i s needs, t h a t o t h e r c h i l d r e n seemed t o be a s f r u s t r a t e d a t D a v i d .

a s I was. He shouted f o r h e l p from l o n g d i s t a n c e s i n t h e room,

s t e p p e d o v e r s t u d e n t s ' work s p a c e s t o g e t t o me q u i c k l y , t o l d one

l i t t l e g i r l many t i m e s t h a t s h e s t u n k which made h e r c r y e a c h time,

p u l l e d away c h i l d r e n ' s work from them, t e a s e d and g i g g l e d a l l day.

When I a s k e d him t o p l e a s e slow down because I could n o t keep up w i t h

him, he s a i d t h a t he d i d n o t c a r e , t h a t he had t o do what he was

doing. I t o l d him a t one p o i n t t h a t many c h i l d r e n were complaining

t o me t h a t he was d i s t u r b i n g t h e i r work and t h a t I could n o t a l l o w

him t o c o n t i n u e . He asked what I would do i f he d i d n o t s t o p . I

s a i d t h a t I might have t o l e a d him o u t of t h e room. He s a i d , "Okay,

okay, I ' l l t r y . " I t ' s t r u e t h a t he d i d t r y . Instead of taunting t h e

c h i l d r e n , he s c a t t e r e d t h e room w i t h l o o s e p a p e r s from h i s t o t e t r a y

and dropped p i e c e s of paper on t h e f l o o r which he c u t away from t h e

l e p r e c h a u n he was making.

Interpretation. When David had a p r o j e c t , h i s d e t e r m i n a t i o n

seemed t o b l i n d him from h i s surroundings - he needed h e l p immediately

and he moved from p l a c e t o p l a c e q u i c k l y o f t e n through someone e l s e ' s

territory. Perhaps it was h i s need t o b e f i r s t f i n i s h e d o r h i s need

t o do t h e b e s t job t h a t prompted h i s impatience t o r e c e i v e h e l p

instantly.

Teacher's f e e l i n g s , I was f r u s t r a t e d and exhausted t r y i n g

t o keep t h e e x c i t e m e n t a l i v e i n everyone today. I r e a l l y had f u n

w i t h t h e a c t i v i t y t h a t t h e s t u d e n t s g e n e r a t e d , even David. But t h e

e x t r a s t r a i n which David p l a c e d on me t o be a t h i s s i d e i n s t a n t l y was

t o o much f o r me. I was s o annoyed t h a t he could n o t s o l v e some o f

the d i f f i c u l t i e s himself, I was s o annoyed t h a t I was s o s e n s i t i v e t o

him t h a t I s p e n t a d i s p r o p o r t i o n a t e amount of t i m e w i t h him. But t h i s

was t h e o n l y way I c o u l d s e e f o r me t o keep peace i n t h e classroom,

w i t h o u t s e n d i n g David away. I simply could n o t do t h a t - even t h e

t h r e a t t h a t I may need t o p l a c e him o u t t h e door was hard f o r me. I

d i d n o t want him t o go back t o s e e i n g himself n e g a t i v e l y , f o r h i s

s a k e , mine and t h e o t h e r s t u d e n t s ' .

March 15

David was n o t himself today a g a i n . T h i s time he seemed u p s e t

a b o u t something. When I asked him i f he was d i s t u r b e d , he s a i d t h a t

he was n o t . Yet, c h i l d r e n complained about h i s "bossing" them

around. He used some t h i n g s w i t h o u t t h e owner's permission, took

p e n c i l s o u t o f c h i l d r e n ' s hands because he needed a p e n c i l , and f o r

t h e f i r s t t i m e i n many weeks he punched c h i l d r e n . J u s t before lunch

one o f t h e s e punches was s e r i o u s , and he made one l i t t l e boy c r y i n

agony. Before I could speak t o him, he rushed o u t t h e door and o f f

home. H e r e t u r n e d sometime d u r i n g l u n c h break. My b e i n g on super-

v i s i o n d u t y prevented me from s p e a k i n g t o him about h i s punching

i n c i d e n t o u t of c l a s s hours. A f t e r 12:55, I e n t e r e d t h e classroom

t o f i n d David s i t t i n g a t a t a b l e w i t h h i s l u n c h s p r e a d open - two

c r u s t i e buns, ham, l e t t u c e . I asked David i f he had n o t e a t e n h i s

l u n c h b e c a u s e he was n o t hungry. He s a i d t h a t he was not a t l u n c h

t i m e , b u t t h a t he was hungry now. I t o l d him t h a t it was a l l r i g h t

w i t h me i f he a t e h i s lunch now. When he completed h i s lunch, I

c a l l e d him t o my s i d e and asked him i f we needed t o t a l k about

S t e v e n ' s and h i s f i g h t j u s t b e f o r e lunch. H e s a i d t h a t he and Steven

worked o u t t h e i r problem. I t o l d him t h a t I was v e r y shocked about

h i s punching Steven; t h a t I was n o t used t o h i s f i g h t i n g anymore. He

s a i d t h a t he was j u s t "red h o t mad" and could n o t c o n t r o l h i m s e l f . I

t o l d him t h a t I was c e r t a i n t h a t he r e a l l y h u r t Steven because

Steven seldom c r i e d and t o d a y he c r i e d v e r y h a r d , David s a i d t h a t

he d i d n o t want t o h u r t Steven, b u t he j u s t g o t t o o mad.

J u s t b e f o r e David l e f t f o r horne, he s t o o d b e s i d e me a s I s a t

on t h e f l o o r and asked what t i m e h i s p a r e n t s were c o n f e r e n c i n g w i t h

me. I t o l d him t h e t i m e , He t h e n asked what I would t e l l them a b o u t

him. I asked him i f he could t e l l me what he would l i k e me t o t e l l

them about him. He s a i d immediately t h a t he wanted them t o know t h a t

he was a "good boy" i n s c h o o l . I asked what was meant by a "good

boy". He s a i d t h a t it was a boy who d i d n o t f i g h t , d i d n o t swear,

and who d i d a l l of h i s work i n s c h o o l . I asked him i f t h i s

d e s c r i p t i o n f i t him. He s a i d t h a t o f c o u r s e it d i d . I t o l d him t h a t

I thought t h a t t h i s was almost r i g h t , t h a t h i s f i g h t today was t h e

o n l y one i n such a l o n g time, t h a t I s t i l l saw him a s a "good boy".

He glowed f o r a moment, t h e n p a t t e d my head and r a n o u t .

Interpretation. David must have f e a r e d t h a t I might not

p r e s e n t t h e view t o h i s p a r e n t s t h a t he was a good boy. Perhaps, n o t

b e i n g a b l e t o e x p r e s s t h i s f e a r , he became anxious and b e l l i g e r e n t .

Although it seemed t o me t h a t I had proven t o him r e p e a t e d l y t h a t he

could t r u s t me, when it became v e r y i m p o r t a n t t h a t I d i d t h i n k t h a t

he was good, he doubted me. Also, t e l l i n g h i s p a r e n t s t h a t he was a ,

good boy might have meant t h a t he would be r e l i e v e d of y e t a n o t h e r

punishment. I t might a l s o have meant t h a t he be c o n s i d e r e d f o r a

reward. I was c e r t a i n t h e r e was n o t an overabundance of t h e s e awards

i n h i s home, I could u n d e r s t a n d why he would have been anxious today!

 T e a c h e r ' s f e e l i n g s . I t was e x a s p e r a t i n g f o r me t o be w i t h

David today. Some o f h i s b e h a v i o r s reminded me of e a r l y September

and October. I f e a r e d t h a t he had r e g r e s s e d i n s p i t e o f my

p e r s i s t e n c e and c a r i n g . But a t t h e end of t h e day, my f e a r s were

allayed. I r e a l i z e d t h a t t h e p r e s s u r e must have been on him a b o u t

h i s parents' conference w i t h me, I was r e l i e v e d t h a t he was n o t

r e g r e s s i n g , t h a t he simply was i n d i c a t i n g t o me a f e a r .

Conference w i t h David's P a r e n t s

Both of h i s p a r e n t s seemed happy t o s e e me. David's f a t h e r

admitted t h a t perhaps punishment was n o t n e c e s s a r y f o r me t o u s e on

h i s c h i l d ; t h a t he n o t i c e d t h a t David was l e s s naughty a t home. He

d i d r e i t e r a t e t h a t he expected a l l l i t t l e boys t o be "bad" b u t

conceded t h a t perhaps David was maturing a l i t t l e . D a v i d ' s mother

e x p l a i n e d t h a t she p r e p a r e d David's lunch e v e r y day, b u t o f t e n David

and h i s o l d e r b r o t h e r l e f t t h e i r l u n c h e s on t h e k i t c h e n t a b l e . She

s a i d t h a t she was emphasizing a s I d i d t h a t l u n c h was i m p o r t a n t and

she s a i d t h a t she hoped t h a t David would be more c o n s c i e n t i o u s a b o u t

remembering h i s lunches. M r . X mentioned h i s d e s i r e t o t a k e t h e

c h i l d r e n t o t h e i r c o t t a g e a s much a s p o s s i b l e on weekends i n o r d e r f o r

them t o " l e t o f f t h e i r e x t r a steamt'. I d i d s a y t o them t h a t I t h o u g h t

t h a t David was t r y i n g v e r y h a r d t o be a "good boy". They b o t h laughed

and s a i d , "impossible". I t o l d them t h a t s i n c e he had been t r y i n g t o

.improve h i s b e h a v i o r i n t e r m s of f i g h t i n g , f o r i n s t a n c e , t h a t he was

succeeding. They seemed happy about t h a t a l t h o u g h t h e y d i d n o t seem

t o f u l l y b e l i e v e me. I t o l d them t h a t I was c e r t a i n t h a t David's

b e h a v i o r was i n f l u e n c e d by o u r e x p e c t a t i o n s o f him, t h a t i f we showed

him t h a t w e expected t h a t he would misbehave, t h e n he would; i f we

showed him t h a t we expected him t o behave, t h e n he would be encouraged

t o behave. They s a i d t h a t it was d i f f i c u l t f o r them t o view him a s a

"good boy", b u t i f I s a i d t h a t t h e r e was a change i n h i s behavior i n

school t h e n t h e approach I had must be working and t h a t t h e y would

a t t e m p t t o convey t o him t h a t t h e y t o o saw him a s a "good boy1'. I

showed them t h a t I was happy t h a t t h e y would t r y t o h e l p m e o u t i n

t h i s way. We p a r t e d a f f e c t i o n a t e l y .

Interpretation. T h i s c o n f e r e n c e seemed t o o e a s y . I wondered

why even D a v i d ' s f a t h e r was almost i n agreement w i t h me - such a

c o n t r a s t t o o u r f i r s t conference ( s e e Family Background, p. ) Did

t h e y f e e l t h a t i f t h e y agreed w i t h m e t h a t I would n o t be keeping t a b s

on D a v i d ' s lunches, e t c . , t h a t I would n o t b e c a l l i n g them and sug-

g e s t i n g v i s i t a t i o n s by t h e school n u r s e ?

Teacher's feelifigs, My conference w i t h them reminded me o f

t h e r i g i d n e s s I f e l t w i t h D a v i d ' s f a t h e r a t o u r l a s t meeting. I was

reminded o f how d i f f i c u l t it must have been f o r D a v i d ' s v o i c e t o be

h e a r d , h i s f e e l i n g s t o be a c c e p t e d , and how h a r d it must have been

f o r h i m t o e x t r a c t a m i n u t e s t amount o f a p p r o v a l from h i s f a t h e r .

T h e i r r e t i c e n c e , p a r t i c u l a r l y D a v i d ' s f a t h e r ' s , o f viewing David

p o s i t i v e l y w a s d i s t u r b i n g t o me. How, t h e n , could t h e y communicate

l o v e t o him? My p r e v i o u s o b s e r v a t i o n a b o u t D a v i d ' s unmet need f o r

l o v e and a f f e c t i o n was confirmed t h a t evening.

March 16

David a r r i v e d e a r l y . We exchanged a warm g r e e t i n g . Imme-

d i a t e l y , he asked me what I t o l d h i s p a r e n t s l a s t n i g h t . Before I

could answer, he s a i d , "Bet you t o l d them t h a t I was a bad boy." I

s a i d , "No, I d i d n ' t . I t o l d them t h a t I saw a g r e a t improvement i n

your b e h a v i o r , t h a t you were t r y i n g v e r y h a r d t o be a good boy, and

t h a t you were succeeding." He s i g h e d . "Was t h e r e a n y t h i n g e l s e I

should have t o l d them?" I asked. He s a i d t h e r e was not. A l l day

he was i n c o n t r o l of a l l h i s a c t i v i t i e s - worked w e l l w i t h o t h e r

c h i l d r e n , was p o l i t e i n group g a t h e r i n g s . A d i f f e r e n t boy today.

Interpretation. D a v i d ' s f i r s t q u e s t i o n t h i s morning made me

t h i n k t h a t he must have been w o r r i e d a b o u t t h e conference a l l n i g h t .

Perhaps, n o t having a chance t o d i s c u s s it w i t h h i s p a r e n t s because

o f t h e i r busy workload, he had t o w a i t u n t i l he could ask me. He

must have been s o r e l i e v e d w i t h my answer t h a t a l l t h e p r e s s u r e was

l i f t e d o f f him. Not having t h e a n x i e t y seemed t o a l l o w f o r h i s

promotion of c o g n i t i v e a c t i v i t y . Today he seemed s e c u r e i n t h e i d e a

t h a t b o t h h i s p a r e n t s and I viewed him a s a good boy.

Teacher's f e e l i n g s . I f e l t s o r r y f o r David, h i s a n x i e t y about

t h i s conference l a s t e d s o l o n g . I r e a l l y f e l t t h a t my c o n v i c t i o n t h a t

he was a good boy needed t o be very s t r o n g because I f e l t u n c e r t a i n

t h a t h i s p a r e n t s could c o n s i s t e n t l y view him t h i s way. I d i d not

b e l i e v e t h a t t h e y could change t h e i r b e h a v i o r p a t t e r n s w i t h him s o

rapidly. So i f David was t o f e e l l i k e a good boy, r e s p e c t e d and

c a r e d f o r , t h e n I had t o p l a y a p a r t i n h i s l i f e .

March 19

We s h a r e d a warm f r i e n d l y g r e e t i n g t h i s morning, I had some

time t o spend w i t h him e a r l y t h i s morning, s o we c h i t - c h a t t e d about

a l l s o r t s of things. R i g h t a f t e r our group g a t h e r i n g , David came

o v e r t o me t o h e l p him p l a n h i s day. He planned t o do h i s j o u r n a l

e n t r y , a math t a s k c a r d , r e a d i n g i n t o t h e t a p e r e c o r d e r , p r i n t i n g ,

He began immediately ' t o work on h i s j o u r n a l , then h i s p r i n t i n g , Then

he stopped work, clirbed under h i s c h a i r and r o l l e d and g i g g l e d f o r

t h e r e s t o f t h e morning. He would n o t respond when I t r i e d t o t a l k

t o him. I l e f t him a l o n e s a y i n g t h a t I n o t i c e d t h a t he had a h a r d

time c o n c e n t r a t i n g t h i s morning, t h a t i t seemed t o m e t h a t he had t o

play f o r a while. He g i g g l e d and s a i d t h a t was r i g h t . The day ended

a t lunch.

Interpretation. D a v i d ' s behavior seemed t o have r e g r e s s e d

again. I had no i d e a what caused t h e change from y e s t e r d a y . Behavior

changes do n o t appear t o be seen i n a s t e a d y , p o s i t i v e d i r e c t i o n .

Often t h e y a r e seen i n f i t s and s p u r t s and p l a t e a u s and r e g r e s s i o n s -

which may a l l b e p a r t o f t h e p o s i t i v e growth p r o c e s s .

Teacher's feelings. H i s i n c o n s i s t e n c y was d i f f i c u l t t o

tolerate. Once a g a i n I began t o worry about h i s academic development.

A l l l e a r n i n g r e q u i r e d some engaged time i n o r d e r f o r mastery t o be

acquired. D a v i d ' s engaged time had s o f r e q u e n t l y been minimal t h a t I

worried a b o u t t h e p r e s s u r e on him i n h i s n e x t y e a r . I decided today

t h a t I would speak t o David about t h e l e a r n i n g p r o c e s s whenever I

could c a t c h him i n a r e c e p t i v e mood.

March 20

David r a n i n t o t h e classroom e a r l y t h i s morning, threw h i s

arms around me and screamed o u t , "Good morning!" A f t e r a good time

o f l a u g h i n g , t a l k i n g , p l a y i n g , he s u g g e s t e d t h a t we p l a n h i s day

b e f o r e s c h o o l time began because t h e o t h e r s would t a k e me away from

him. I s a i d t h a t was a good i d e a . H e looked s o happy. I asked him

i f t h e r e was any way t h a t I could h e l p him f o l l o w h i s p l a n s . He j u s t

smiled and s a i d , "Sure, remind me t o g e t t o work on my p l a n s . " I

s a i d , " G r e a t , we should have a p e r f e c t day!" He smiled and g a l l o p e d

away. He g a l l o p e d only a s f a r a s t h e t e r r a r i u m , came t o an a b r u p t

s t o p and s h r i e k e d , "A c h r y s a l l i s hatched o v e r n i g h t , look!" This

e v e n t superceded h i s p l a n s f o r t h e day. I d i d remind him t o f o l l o w

h i s p l a n s b u t he t o l d me t h a t t h e moth was more i m p o r t a n t t h a n h i s

plans. So he observed t h e moth, t r i e d t o tame and t r a i n it, f e d it,

loved it, named it, showed it t o everyone i n t h e c l a s s , and t o most

c h i l d r e n i n t h e school d u r i n g o u r b r e a k s . I n t h e a f t e r n o o n , he

decided t o do a symmetrical p a i n t i n g t o show t h a t t h e moth was

symmetrical, " j u s t a s symmetrical a s my p a i n t i n g " . A t 2 : 5 0 p.m.,

David n o t i c e d t h a t t h e sun was s h i n i n g , t h e f i r s t time today. He

c a l l e d o u t f o r u s a l l t o look, t h e n s u g g e s t e d t h a t we a l l go o u t s i d e

t o p l a y j u s t b e f o r e going home. Everyone thought it was a good i d e a .

By t h e time we g o t d r e s s e d and o u t , a n o t h e r c l a s s was on t h e

a d v e n t u r e playground where we were headed. David was angry. I asked

him i f t h e r e was something we could do. He s a i d t h a t we could ask

t h e o t h e r t e a c h e r i f we could. j o i n t h e c l a s s . I t o l d him it was a l l

r i g h t w i t h me i f he would l i k e t o t r y t h a t i d e a . He walked o v e r t o

t h e o t h e r t e a c h e r , and she a q u i e s c e d .

Interpretation. Something was making David happy, growth

s p u r t , needs met.

Teacher's feelings. T h i s h a p p i n e s s made him s o e a s y t o l i v e

w i t h i n t h e classroom. I t looked l i k e he was f e e l i n g good about him-

s e l f and t h e r e s u l t i n h i s b e h a v i o r was i n c r e d i b l e . I knew t h a t i f

he f e l t good about h i m s e l f and i f t h i s a t t i t u d e was confirmed o v e r and

over a g a i n , t h a t h i s academic c o n c e n t r a t i o n would a l s o improve. I

a s s u r e d myself t h a t we needed t o move one s t e p a t a t i m e , f i r s t s e l f -

concept t h e n academic growth.

March 2 2

W e were o f f t o a warm s t a r t a g a i n today. We c h a t t e d f o r a

while b e f o r e t h e t i t h e r c h i l d r e n a r r i v e d . David decided t o make a

cardboard & o l d i e r because he saw a n army movie l a s t n i g h t , t h e n he

scrubbed h i s desk w i t h c l e a n s e r from t h e j a n i t o r s ' room because he

wanted t o " g e t o f f a l l t h e s c r i b b l e s " . I commented t h a t I n o t i c e d

t h a t he was t a k i n g c a r e o f h i s b e l o n g i n g s l a t e l y , a l s o t h a t I n o t i c e d ,

t h a t h i s s o l d i e r showed t h a t he planned very w e l l , t h a t it looked

l i k e he a l s o d i d t h a t v e r y c a r e f u l l y . He s a i d "Yes" t o b o t h of t h e s e

comments and looked proud and i n c o n t r o l . He p a r t i c i p a t e d w e l l i n o u r

l e s s o n on homophones. I t o l d him t h a t I was l o v i n g t o work w i t h him,

t h a t he was s o p o l i t e and t h a t he l i s t e n e d when he needed t o and

spoke i n t u r n . That made it s o e a s y f o r me t o t e a c h him.

Interpretation. H i s positive actions e l i c i t e d positive

r e s p o n s e s which caused him t o do more p o s i t i v e a c t i v i t i e s i n t h e

classroom.

Teacher's feelings, I f e l t o p t i m i s t i c t h a t we were now on t h e

p l u s s i d e o f change. I n t h e p a s t when we had d a y s l i k e t h i s , I was

skeptical. Today I f e e l t h a t he i s r e a l l y becoming s t r o n g e r i n him-

self.

March 23

David appeared a t t h e classroom door e a r l y a s u s u a l , b u t he

was n o t bouncing happy a s he had been t h e s e l a s t few days. He walked

i n s l o w l y and s t o o d by me f o r o u r u s u a l warm g r e e t i n g . I asked i f

a n y t h i n g was wrong, he s a i d n o t . He walked o v e r t o t h e book c e n t e r

and f l i p p e d t h r o u g h books u n t i l t h e r e s t of t h e c h i l d r e n a r r i v e d . He

s a t c l o s e t o me a l l morning, could n o t seem t o become i n v o l v e d i n any

activity. Nothing I suggested appealed t o him. He came t o s i t b e s i d e

me while some s t u d e n t s r e a d t o me and t h e n took a t u r n t o r e a d t o me,

too. While I t a u g h t l e s s o n s and helped c h i l d r e n w i t h t h e i r t a s k s , he

s a t on my l a p and l i s t e n e d , h e l d my hand, and nuzzled h i s f a c e i n t o ,

my h a i r . I responded t o him a f f e c t i o n a t e l y .

Interpretation. T h i s was o u r l a s t day b e f o r e o u r S p r i n g

Break. I wondered i f David f e l t t h e p r o s p e c t o f a break d i s t u r b i n g .

T h i s p o s s i b i l i t y I o n l y c o n s i d e r e d a t t h e end o f t h e day when I

f i n a l l y r e a l i z e d t h e break began n e x t day. I had n o t thought of t h i s

p o s s i b i l i t y i n time t o a s k him.

Teacher's feelings. I f e l t a s t r o n g l o v e f o r t h i s l i t t l e one

t o d a y and probably more t h a n e v e r b e f o r e I must have been communi-

c a t i n g it t o him, because h i s manner seemed s o r e l a x e d and s e l f -

assured. Again, I was happy t h a t I a l l o w e d him t o f o l l o w through on

h i s mood i n s t e a d o f t r y i n g t o make him c o n c e n t r a t e on academic

activities. T h i s would have o n l y caused a s t r u g g l e and we would have

p a r t e d unhappily f o r t h e break. I f e l t t h a t it was i m p o r t a n t f o r me

t o keep my r a p p o r t w i t h David i f I was t o h e l p him change some of h i s

behavior.

The Mid-Term A n a l y s i s

The f o l l o w i n g a n a l y s i s o f t h e component p a r t s of t h e a n e c d o t a l

d a t a (Behavior; I n t e r p r e t a t i o n ; and T e a c h e r ' s F e e l i n g s ) was completed

d u r i n g t h e S p r i n g Break p e r i o d o f t h e s c h o o l term. This t i m e period

gave t h e t e a c h e r an o p p o r t u n i t y t o remove h e r s e l f s l i g h t l y from t h e

day-to-day i n t e n s i t y s o t h a t s h e was a b l e t o p e r c e i v e David and her-

s e l f from a more d i s t a n c e d , and c o n s e q u e n t l y more c l i n i c a l p e r s p e c t i v e .

Following t h e a n a l y s i s o f t h e t h r e e a s p e c t s of t h e a n e c d o t e s ,

s h e was a b l e t o p r e p a r e a p p r o p r i a t e g o a l s and i n t e r a c t i o n s t r a t e g i e s

f o r h e l p i n g David.

A n a l y s i s o f D a v i d ' s Behavior
 1) David was beginning t o e x p r e s s some o f h i s i n t e r n a l

feelings:

- " g e t t i n g even": i n t h e i n c i d e n t s w i t h I r e n e and

Christopher, s e e page 76; w i t h Johnny, s e e page

83; with P h i l l i p , s e e page 97.

- h i s need f o r f r i e n d s h i p : the incident with Jeffrey,

s e e page 78.

- h i s need t o have some c o n t r o l i n h i s l i f e : incident

w i t h I r e n e ' s t o y s i n school, s e e page.87.

- his reward and punishment c o n s t r u c t : incident with

Johnny's s t e a l i n g h i s hockey c a r d s , s e e page 108.

2) Higher c o g n i t i v e t a s k s and q u e s t i o n s seemed t o o d i f f i c u l t

f o r David:

- tower b u i l d i n g i n c i d e n t , s e e page 79.

3) He was beginning t o t a k e some r i s k s :

- speaking i n group, a t t e m p t i n g t h e trampoline.

4) David worked b e t t e r when h i s jobs were w e l l defined:

- h i s p r i n t i n g book, my jobs f o r him i n t h e morning

b e f o r e c l a s s time, h i s memorizing o f math number f a c t s ,

I n summary, D a v i d ' s behavior seemed t o be motivated by

" g e t t i n g even" o r by h i s "reward and punishment" c o n s t r u c t . Sometimes

t h e r e a s o n s f o r h i s r e a c t i o n s i n e i t h e r o f t h e s e ways were obvious,

sometimes t h e i n c i d e n t which provoked t h e s e r e a c t i o n s was hidden

(perhaps may have occurred a t home o r on t h e playground).

Examination of t h e a n e c d o t a l r e c o r d s r e v e a l e d t h a t D a v i d ' s
a g g r e s s i o n o v e r t h e p a s t months d e c r e a s e d i n b o t h frequency and

intensity. He now seemed t o be p r o j e c t i n g h i s " g e t t i n g even"

f e e l i n g s on t o o t h e r s ( I r e n e and h i s t e a c h e r ) , s o t h a t t h e y , n o t he,

would c a r r y o u t t h e job o f r e t r i b u t i o n .

A l s o , David's c u r r i c u l a r involvement was s t i l l i n f r e q u e n t and

not too intense - an i n d i c a t o r t h a t he might s t i l l have some b a r r i e r s

t o l e a r n i n g a s a r e s u l t of unmet e m o t i o n a l needs.

Goals f o r I n t e r a c t i o n / T e a c h i n g S t r a t e g i e s

The i n v e s t i g a t o r observed t h a t

1) David was n o t ready t o c o n c e n t r a t e a g r e a t d e a l on c u r r i -

cular tasks:

- only s p o r a d i c a l l y d i d he i n v o l v e h i m s e l f i n c u r r i c u l a r

tasks;

- most of h i s t a s k s remained i n c o m p l e t e ,

2) David's behavior showed t h a t he s t i l l was burdened by t h e

e f f e c t s of unmet emotional needs:

- his unexplained mood changes;

- h i s f i g h t s with Jeffrey, P h i l l i p , and Grade One boy.

The i n v e s t i g a t o r planned t h a t by l i s t i n g t h e "How-tos" sug-

g e s t e d b y R a t h s (1972, pp. 62-117) h e r g o a l s f o r i n t e r a c t i o n s w i t h

and t e a c h i n g David would be c l e a r e r . Accordingly, t h e f o l l o w i n g l i s t ,

was d e v i s e d a f t e r a n a l y z i n g D a v i d ' s b e h a v i o r up t o March 23 and became

t h e i n v e s t i g a t o r ' s guide i n s e e k i n g a b a l a n c e between p r o v i d i n g c u r r i -

c u l a r a c t i v i t e s and meeting t h e i d e n t i f i e d emotional needs f o r David:

1) Avoid g i v i n g almost e x c l u s i v e importance t o r e a d i n g

 a c t i v i t i e s and achievement. Emphasize t h e all-around

world of l i f e . Avoid t h e preoccupation w i t h t h e s t a n d a r d

and r e s t r i c t e d a c t i v i t i e s .

2) Be concerned w i t h p r e s e r v i n g s e l f - r e s p e c t and f e e l i n g s

o f p e r s o n a l worth and o f c r e a t i n g s i t u a t i o n s i n which

c h i l d r e n could f i n d p l e a s u r e i n e x p r e s s i n g t h e i r v a l u e s .

3) C o n t i n u a l l y examine each s i t u a t i o n w i t h c h i l d r e n t o see

i f d i f f e r e n t c h o i c e s can be considered.

4) T r u s t c h i l d r e n more. Help them p l a n , g i v e them more

r e s p o n s i b i l i t y t o c a r r y on with t h e p l a n . Ask f o r

summaries o f purposes, b u t e l i m i n a t e i d e a o f "checking-

up" on them.
.
5) Avoid t h e i d e a t h a t p e r f e c t i o n i s t h e o n l y s t a n d a r d . The

a c t i v i t y is important i n terms of t h e way it i s c a r r i e d

out. Reward e f f o r t , planning, p e r s i s t e n c e , and

improvement over y e s t e r d a y ' s e f f o r t s .

6) Any p a r t i c u l a r c r i t i c i s m should be focused on t h e deed

n o t t h e c h i l d , and should be p r i v a t e l y communicated.

7) Be f r i e n d l y t o a l l c h i l d r e n . T h i s w i l l be a f a c t o r i n

h e l p i n g t h 6 p a r t i c u l a r c h i l d i n need o f a f f e c t i o n .

8) Concentrate on c u r r i c u l a r t a s k s which w i l l l e a d t o

success.

9) Involve t h e c h i l d ' s p e r s o n a l i n t e r e s t s i n c u r r i c u l a r t a s k s .

10) Arrange f o r c h i l d r e n t o summarize and announce t h e i r

s u c c e s s e s t o t h e group.
 11) Be specific in evaluations. Write down the reasons for

their good evaluations.

12) Emphasize thinking in curricular activities (using Teaching

Fox Thinking: Theory and Application, by Louis E. Raths,

Selma Wassermann, Arthur Jonas, and Arnold M. ~othstein.

Columbus, Ohio: Charles E. Merrill Publishing Co., 1967).

Analysis of the Interpretations

A close examination of the teacher's interpretations of David's

behavior revealed the teacher's inclination to rationalize symptoms

and behaviors, instead of finding out the underlying causes of avid's

unsocial behaviors (Raths, 1972, page 65 warns that this could happen).

For example, the investigator was not asking "Why?" David was behaving

in certain ways; instead, she was explaining his behavior.

Furthermore, the interpretations were found infrequently to

link David's behaviors with the identified unmet emotional needs.

Goals for Future Interpretations

Upon realizing these problems, the investigator:

1) planned to be more clinical in her observations of David's

behavior, endeavoring not to be defensive, not to ignore

the symptoms that might lead to a better understanding of

David's motives;

2) planned to "read David's behavior backwards" to discover the

relationship between his overt actions and his unmet

emotional needs.

Analysis of Teacher's Feelings

 146

The a n a l y s i s o f t h e t e a c h e r ' s recorded f e e l i n g s showed t h a t

t h e teacher

11 was defensive,

21 t r i e d t o h i d e / r a t i o n a l i z e symptoms,

31 was a t t e m p t i n g t o prove something t o o t h e r s i n h e r choice

o f i n t e r a c t i o n w i t h David,

f e l t p r o t e c t i v e o f David,

s c r u t i n i z e d e v e r y one o f D a v i d ' s a c t s , a t t r i b u t i n g more

importance t o some o f h i s behavior than was warranted,

was d i s a p p o i n t e d w i t h avid's apparent l a c k of

growth.

Goals f o r Coping S t r a t e g i e s

Raths (1972, pages 65-66) suggests:

Convince y o u r s e l f over and over a g a i n t h a t your j o b i s

n o t t o h i d e symptoms, n o t i g n o r e behaviors, b u t t o f i n d

out -
t h e causes o f u n s o c i a l behavior.

I n o r d e r t o r e l i e v e t h e p r e s s u r e , t e a c h e r can l e a v e t h e

classroom f o r a few minutes, o r send t h e c h i l d o u t o f

t h e classroom w i t h a message t o another t e a c h e r .

The c h i l d may f e e l nagged i f every a c t i o n i s s c r u t i n i z e d .

The t e a c h e r should p l a n t o overlook some t h i n g s and n o t ,

be d i s t u r b e d by every a c t i o n t h a t seems problematic.

The t e a c h e r may be c o n c e n t r a t i n g more on t h e c h i l d ' s

i n t e l l e c t u a l improvement, while t h e c h i l d i s inwardly

d i s t u r b e d and wants t o s t r a i g h t e n himself o u t .

 T e a c h e r ' s f o c u s should be t o meet t h e s e f r u s t r a t e d

needs f i r s t .

The Second Three-Month P e r i o d

Week o f A p r i l 2

David smiled f r e q u e n t l y t h i s week. H i s f i r s t day back was

e x c i t i n g because he r e c e i v e d h i s c l a s s b i r t h d a y c a r d and song. He

seemed c o m f o r t a b l e w i t h me and t h e c h i l d r e n . During o u r t h i n k i n g

a c t i v i t y d i s c u s s i o n , David was v e r y a c t i v e . The q u e s t i o n was, "Is i t

OK t o k i l l animals? When? Why?" David was adamant t h a t a n i m a l s

should be l e f t a l o n e . A f t e r t h e formal d i s c u s s i o n p e r i o d , I over-

heard David a r g u i n g , red-faced w i t h a n o t h e r c h i l d . H e stamped h i s

f o o t and s h o u t e d , b u t t h e r e was no e v i d e n c e t h a t he was about t o

fight.

Another day, I n o t i c e d t h a t David shouted o u t "second" when

c h i l d r e n were p l a n n i n g a board game. I n t h e p a s t , he always shouted,

"first", and i f he c o u l d n o t be f i r s t , he would n o t p l a y .

David won 300 hockey c a r d s t h i s week - the whole s e r i e s . He

w a s happy a b o u t t h a t , t o o . He e x p l a i n e d t o m e how c a r e f u l l y he

t o s s e d h i s c a r d s and how h i s mind was wishing s o h a r d t h a t he would

win t h a t h e g o t a headache. He s a i d t h a t t h i s t i m e , he "won f a i r and

square". I asked i f he sometimes c h e a t e d i n t h e p a s t ; he s a i d he d i d .

A t one o f o u r group d i s c u s s i o n s , David o b j e c t e d t o a comment

made by a s t u d e n t . Barbara i n t e r r u p t e d him immediately and

admonished him f o r b e i n g r u d e . He stopped s h o r t , t u r n e d r e d w i t h

embarrassment and s t a r e d a t me. I p u t my hand on h i s shoulder and

s a i d t h a t I understood how sometimes we need t o s a y something so

badly t h a t we f o r g e t where we a r e . H i s body was r i g i d , he looked

t e n s e , b u t he stayed i n group. I a l s o s a i d t h a t i f he would l i k e t o

t e l l u s once again what h i s t h o u g h t s were, I ' d r e a l l y l i k e t o h e a r

him. He s a i d q u i e t l y , "Later". He d i d not v o l u n t e e r t o speak l a t e r .

T h i s e n t i r e week, David a t t e n d e d a l l group g a t h e r i n g s . He

o n l y p a r t i c i p a t e d i n one t h i n k i n g a c t i v i t y , r e g a r d i n g t h e animal

killing. He planned h i s work day w i t h me, e x c e p t f o r one day when

he chose t o p l a n h i s e n t i r e day. When I asked him t o summarize h i s

p r o g r e s s t o me, he was d e l i g h t e d t o show me and t e l l me about h i s

efforts.

Interpretation. David took some r i s k s t h i s week which i n d i -

c a t e d t h a t he was f e e l i n g more s e l f - a s s u r e d . H i s volunteering t o

t a k e second p l a c e i n t h e o r d e r o f p l a y i n g a game was unusual. When

he could n o t be first i n t h e p a s t , it seemed t h a t he i n t e r p r e t e d

t h i s a s n o t being good. F i r s t i s good, any o t h e r p l a c e i s bad. He

made two a t t e m p t s t o r e v e a l h i s i n n e r t h o u g h t s , one w i t h t h e animal

k i l l i n g , t h e o t h e r which Barbara i n t e r r u p t e d . Barbara's interruption

i n i t s e l f was s i g n i f i c a n t . I n t h e p a s t , t h e c h i l d r e n were c a r e f u l of

what t h e y s a i d t o David. She may have f e l t less removed from him. ,

Also, h i s s t a y i n g i n one s p o t even though h e was v e r y embarrassed

might show t h a t he f e l t more a p a r t o f t h e group and l e s s f e a r f u l of

making a mistake.
 Teacher's feelings. I was happy t h a t Barbara stopped D a v i d ' s

rude o u t b u r s t i n group. I was s t i l l g u i l t y o f making a b i g i s s u e of

h i s e v e r y a c t which I considered t o be u n s o c i a l . With Barbara d o i n g

it f o r m e , I could s e e what was r e a l l y happening t o David when such

a c r i t i c i s m happened. I d i d n o t l i k e what I saw; he was m o r t i f i e d ,

poor l i t t l e t h i n g . I t r i e d t o remember n o t t o c a l l him up on a l l

h i s l i t t l e misdeeds o r mistakes. I saw t h a t he r e a l l y meant no harm:

he was n o t b e i n g rude, he was e x c i t e d . A t t h i s p o i n t , he could n o t

c o n t r o l h i s impulses. A t t h i s point, I t r u l y f e l t t h a t he should

not have t o c o n t r o l h i s impulses t o speak. I should have understood

t h a t he must have had many b o t t l e d up t h o u g h t s t h a t perhaps h i s

p a r e n t s would n o t a l l o w him t o e x p r e s s . I knew t h a t I had t o remove

myself from t h e r o l e o f e v a l u a t o r .

Week o f A p r i l 17

David brought t o school everyday t h i s week a t l e a s t t h r e e

k i n d s o f sweet t r e a t s i n his lunch, Donuts, candy, candy b a r s ,

sweetened gum, soda. He would have one each r e c e s s break, t h e n v i s i t

t h e o t h e r s i n h i s lunch bag about every 15 minutes and t e l l me what

he had t o look forward t o a t lunch time, A t l e a s t three times t h i s

week, h e shoved a p i e c e o f gum o r candy b a r i n t o my mouth. Each time

I thanked him f o r h i s g e n e r o s i t y . I a l s o t o l d him t h a t my body d o e s *

I

n o t l i k e sweets t o o much, s o he should n o t g i v e me anymore. H i s eyes

widened a t t h e mention o f my body n o t l i k i n g sweets. He s a i d ,

"Really?" in a v e r y concerned tone.

David's mornings t h i s week evolved around h i s sweets. The

a f t e r n o o n s were busy f o r him. He could n o t s i t s t i l l f o r any period

of time. He r a n wherever he needed t o go, he observed o t h e r

c h i l d r e n ' s a c t i v i t i e s , b u t d i d n o t g e n e r a t e h i s own. I dragged

myself around a f t e r him o f f e r i n g him choices. Sometimes he seemed

happy w i t h my suggestions, b u t n o t once d i d he i n v o l v e himself with

any one f o r l o n g e r than 30 seconds.

The l a s t day t h i s week, we r a n t h e 50 meter and 300 meter

r a c e s p r a c t i s i n g f o r t h e Canada F i t n e s s Awards. I n each r a c e , David

was 1 0 t h o r 1 2 t h coming i n . Each time he asked i f he won. I s a i d no

b u t t h a t I saw some improvement i n h i s time. Off he r a n , t e l l i n g

some o l d e r boys t h a t he was t h e b e s t runner i n Grade Two.

David had one a l t e r c a t i o n t h i s week t h a t warranted my i n t e r -

vention. I t was w i t h Barbara about a candy b a r t h a t she was supposed

t o have promised him two months ago. She knew n o t h i n g of such a

promise, b u t she d i d have a candy b a r i n school and David set claims

t o it. He shouted and t h r e a t e n e d t o k i c k h e r , s o I intervened. I

asked him what he thought I should do h e r e because I d i d n o t want

him t o be s o u p s e t and I d i d n o t want him t o k i c k Barbara and I d i d

n o t want Barbara t o be upset. He s a i d i m e d i a t e l y , "Take t h e candy

b a r away s o n e i t h e r of us can e a t it." Barbara was apprehensively i n

agreement. When she gave it t o me, David skipped o f f h a p p i l y t o

enjoy h i s r e c e s s break, A f t e r school I gave Barbara back h e r candy

bar. David never asked about it again.

Interpretation, I wondered why Mrs. X was g i v i n g David s o

many sweets t h i s week. Was it t o b r i b e him t o e a t p r o p e r l y , s i n c e

t h e r e was always a sandwich i n h i s lunch bag (white b r e a d ) . Was it

t o encourage him t o do something f o r h e r a t home? ~t was obvious

t h a t David's behavior was l i n k e d t o t h e sweets, h i s mornings w i t h

concern f o r h i s sweets i n h i s bag, h i s a f t e r n o o n s w i t h t h e a f t e r -

e f f e c t s of t o o many sweets. H i s a l t e r c a t i o n w i t h Barbara over t h e

sweets prompted h i s o n l y argument.

David seemed t o have s l i p p e d i n h i s s e l f - a s s u r e d n e s s , He

needed t o f e e l " f i r s t " even though he was n o t i n t h e r e s u l t s o f t h e

races. He might be f e e l i n g i n s e c u r e a g a i n .

Teacher's f e e l i n g s , T h i s week I v a c i l l a t e d between b e i n g

angry with him and w i t h h i s mother r e g a r d i n g h i s sweets, and being

happy t h a t he was n o t h u r t i n g any one even though he became angry a

couple o f times. I was touched by h i s need t o be f i r s t i n t h e r a c e s

and h i s need t o announce t o t h e o l d e r boys t h a t he was so good. I

wondered i f I was r e a c t i n g unconsciously v e r y n e g a t i v e l y toward him

e a c h t i m e I saw candy in h i s mouth - which was v e r y many t i m e s this

week. I f s o , I could s e e t h a t I would have been c o n t r i b u t i n g t o h i s

insecurity.

Week of A p r i l 2 3

For two days t h i s week, David was enchanted w i t h some F r e n c h ,

s t i c k e r s t h a t were on my desk one morning (placed t h e r e by t h e

Principal of our school). A f t e r a w a r m g r e e t i n g and a hug, he asked

i f he could have one o f each kind of s t i c k e r . A t first I d i d not

understand what he meant, s i n c e I had n o t y e t n o t i c e d them. "Of

 c o u r s e , you may have a sample o f each," I s a i d . Later i n the

m ~ r n i n ghe came back t o me and s a i d t h a t t h e o t h e r c h i l d r e n s a i d

t h a t I s h o u l d n o t have given them t o him w i t h o u t h i s e a r n i n g them by

doing work. I asked him what he thought about t h i s . He s a i d t h a t

he agreed w i t h them. I n o r d e r t o e a r n them, he d e c i d e d t h a t he

should do t h r e e j o u r n a l e n t r i e s because j o u r n a l e n t r i e s were " r e a l

hard" and you should have t o work " r e a l hard" i n o r d e r t o e a r n t h e s e

beautiful stickers. He d i d work " r e a l hard" t o e a r n t h e s e s t i c k e r s

f o r two days. I wrote comments a l o n g s i d e t h e s t i c k e r s which he s t u c k

on t o h i s e x e r c i s e book pages, " i n t e r e s t i n g s e n t e n c e s " , " l o t s of

d e s c r i b i n g words", "you worked a l o n g time on t h i s one", "I s e e t h a t

you l i k e t o do your j o u r n a l " . He seemed t o e n j o y h i s comments a s

much a s h i s s t i c k e r s . I asked him why he l i k e d h i s s t i c k e r s s o much.

He s a i d t h a t h i s "Maw" l i k e d them, t o o . She counted them when he

brought them home and s a i d t h a t she l i k e d t o s e e him g e t s t i c k e r s .

I asked him what i t meant t o him when he had a s t i c k e r on h i s s h e e t .

He s a i d t h a t it meant t h a t h i s work was good. I asked if he t h o u g h t

h i s work was bad i f i t d i d n o t have a s t i c k e r on it. He s a i d some-

times it meant t h a t t o him and b e s i d e s he l i k e d t o count h i s s t i c k e r s .

F o r t h r e e d a y s t h i s week, David d i d n o t have lunch i n school.

By t h e second day, I asked him why he d i d n o t have one. (The f i r s t

day t h a t h e d i d n o t b r i n g one, he t o l d me t h a t he was hungry, b u t

d i d n ' t have a lunch. I gave him some o f mine - cheese and c r a c k e r s

.and an a p p l e . ) H e s a i d t h a t he d i d n o t know why he d i d n o t have a

lunch i n s c h o o l . A f t e r many a t t e n p t s , i n t h e evening o f t h e second

day w i t h o u t lunch, I c o n t a c t e d h i s mother. She s a i d t h a t she d i d n o t

u n d e r s t a n d because she p r e p a r e d h i s l u n c h e a c h day, l e f t it on t h e

t a b l e e a c h morning and each evening s h e found an empty bag. On t h e

t h i r d day, David s a i d t h a t he s t i l l d i d n o t know why he d i d n o t have

a lunch. I t o l d him t h a t I spoke t o h i s mother a b o u t t h a t , and s h e

t o l d me t h a t she prepared him one e a c h day, s o what was t h e m a t t e r ?

He t o l d m e t h a t he r a n o u t of t h e house e a c h day and f o r g o t t o t a k e

h i s l u n c h o f f t h e t a b l e and h i s o l d e r b r o t h e r , P a u l , would n o t go

back t o open t h e door f o r him, s o he came t o s c h o o l w i t h o u t it. I

spoke t o h i s b r o t h e r , P a u l , about t h i s . H e c o n c u r r e d , and s a i d t h a t

he was t r y i n g t o t e a c h David a l e s s o n . If David f o r g o t h i s lunch,

t o o bad. T h i s way he would be more c a r e f u l and s h o u l d s t a r t g e t t i n g

"organized" i n t h e morning, I s u g g e s t e d t h a t he g i v e David a b e t t e r

chance because David was s o l i t t l e t h a t h i s l u n c h meant a g r e a t d e a l

t o h i s health. He s a i d t h a t he might c o n s i d e r my a d v i c e .

On t h e t h r e e days when David d i d n o t have h i s lunch, he seemed

upset. H e was unable t o s e t t l e down t o any a c t i v i t y , He was detached

from t h e c h i l d r e n and from me. He s p e n t most o f h i s t i m e a l o n e ,

r e a d i n g o r f l i p p i n g through magazines and books, o r v i s i t i n g t h e

number o f l e a r n i n g c e n t e r s i n t h e classroom, preoccupied w i t h h i s

own t h o u g h t s .

I saw him t a k e some s t i c k e r s from a bag o f I r e n e ' s c o l l e c t i o n

of t h e p a s t two y e a r s . She d i d n o t n o t i c e , so I i g n o r e d t h i s .

David was v e r y d i s a p p o i n t e d on F r i d a y a f t e r n o o n . A track

r a c e was h e l d i n our s c h o o l t o p r e p a r e f o r t h e c o m p e t i t i o n of t h e
 Canada F i t n e s s Awards. David was c e r t a i n t h a t h i s time was good

enough t o p a r t i c i p a t e , b u t it was n o t and I could n o t allow him t o

participate. He complained t h a t he should be involved because he

could o u t r u n t h e boys who were chosen. I t o l d him t h a t I saw how

very f a s t he could run, but i t seemed t h a t t h e s e boys could run j u s t

a l i t t l e faster. He s a i d t h a t was a l i e , and t h e t r a c k r a c e was not

fair.

Interpretation. David's reward and punishment c o n s t r u c t

seemed a p p a r e n t i n h i s a c t i o n s t h i s week. H i s n o t being able t o t a k e

t h e s t i c k e r s w i t h o u t e a r n i n g them, h i s need t o be t h e f a s t e s t runner.

Both suggested h i s need t o be accepted, but both suggested t h a t he

could n o t conceive of h i s belonging without e a r n i n g a p l a c e . Also,

h i s i n s e c u r i t y was e v i d e n t , He s t i l l f e l t t h e need t o c o l l e c t

s t i c k e r s even i f he took them from I r e n e ,

I wondered i f t h e r e was n o t some reason f o r David's

c o n s i s t e n t l y f o r g e t t i n g h i s lunch a t home. What might be on h i s mind

t h a t would be d i s t r a c t i n g him? Could it be t h e white bread problem

again? Could he be p u n i s h i n g himself f o r something, could h i s

p a r e n t s be punishing him? Was he s o preoccupied t h a t day t o day

s t u f f was n o t on h i s mind? Was he f e e l i n g t h a t he needed t o win o r

t o be recognized?

Teacher's f e e l i n g s . T h i s drop i n David's s e l f - a s s u r a n c e was

, u p s e t t i n g t o me. Although, a s Raths s u g g e s t s , I needed t o convince

myself t h a t my r o l e was t o f i n d t h e causes of u n s o c i a l behavior, I

could n o t d e t a c h myself from h i s p a i n . I f e l t so helpless. There

seemed t o b e s o many v a r i a b l e s and s o many p e r s o n a l i t i e s i n h i s l i f e ,

I could n o t s e e how my good i n t e n t i o n s and e f f o r t s c o u l d have an

impact on h i s l i f e . Helpless and d i s c o u r a g e d a s I f e l t a f t e r t h i s

week, I a l s o could n o t imagine e v e r g i v i n g up t r y i n g .

Week o f A p r i l 30

I found it d i f f i c u l t t o r e a c h David t h i s week. My a t t e m p t s

a t g e t t i n g c l o s e t o him were r e j e c t e d . On Monday morning t h i s began.

He b r o u g h t t o school approximately 300 s t i c k e r s , a r r a n g e d f o r t h e math

e x p e r t i n o u r room t o do an a c c u r a t e count. A s Phillip did the

c o u n t i n g , David guarded h i s p i l e o f s t i c k e r s , a l l o w i n g o n l y a s e l e c t

few s t u d e n t s t o g e t c l o s e . Other t h a n h o l d i n g t h e book f o r me a t

s t o r y r e a d i n g t i m e , David was a l o n e most o f t h e a f t e r n o o n . My

a t t e m p t s a t i n v o l v i n g him i n s o r t i n g h i s s t i c k e r s by theme o r c o l o r

o r f a v o r i t e s were u n i n t e r e s t i n g t o him. But he would n o t i n v o l v e

himself i n a n y t h i n g e l s e because he s a i d t h a t he needed t o guard h i s

sticker collection.

Two d a y s went by l i k e t h i s , e x c e p t f o r one i n c i d e n t t h e

second day. David decided t h a t he wished Graeme t o s i t b e s i d e him

and e n j o y h i s s t i c k e r c o l l e c t i o n . Graeme d i d n o t want t h i s and s t o o d

h i s ground w h i l e David begged, p l e a d e d , and moved Graeme's t a b l e

beside h i s . I intervened. David could n o t u n d e r s t a n d why Graeme '

would n o t s i t w i t h him, he r e p e a t e d o v e r and o v e r , " b u t I am a l l o w i n g

him t o s i t b e s i d e me, I want him here".

The n e x t t h r e e days, David d i d n o t have h i s l u n c h a g a i n .

Again, he had some o f my lunches, a g a i n he d i d n o t know why he d i d n o t

have h i s l u n c h e s , a g a i n h i s mother s a i d s h e p r e p a r e d them. I did not

speak t o D a v i d ' s b r o t h e r . I t o l d David t h a t I d i d n o t begrudge h i s

s h a r i n g my l u n c h , b u t I was concerned t h a t he could n o t remember t o

b r i n g h i s mother's prepared lunch t o school. H e r e p l i e d , without

e x p r e s s i o n , "Oh".

We ended t h e week w i t h a hug. I t r i e d t o be c h e e r f u l a b o u t

doing b e t t e r w i t h remembering l u n c h e s n e x t week. David g i g g l e d and

s a i d t h a t he would t r y h a r d e r .

Interpretation. D a v i d ' s b r i n g i n g h i s s t i c k e r s meant t o me

t h a t he had t o count his s u c c e s s e s . T h i s c l u e t o h i s f e e l i n g s of

i n s e c u r i t y provoked me t o g i v e him a t t e n t i o n , b u t t h i s week, he was

n o t r e s p o n s i v e t o my a t t e n t i o n , Perhaps, t h i s was h i s t u r n t o

r e j e c t someone, s i n c e he must have been r e j e c t e d s o many times. It

might have been h i s " g e t t i n g even" w i t h h i s p a s t r e j e c t i o n s , o r w i t h

some r e j e c t i o n a t home a t p r e s e n t .

The l u n c h s i t u a t i o n was an enigma t o me. No new t h e o r i e s

m a n i f e s t e d themselves t o m e t h i s week, a l t h o u g h I d i d s u s p e c t t h a t

my g i v i n g him my lunch and my a t t e n t i o n might have been a pay-off for

h i s " f o r g e t t i n g " h i s lunch.

Teacher's feelings. I began t o know how awful it f e l t t o be

rejected. Again, I f e l t h e l p l e s s and confused in my e f f o r t s t o h e l p

him. Our c o n v e r s a t i o n s were s o b r i e f t h a t I could n o t o b t a i n any

c l u e s a b o u t what was happening. My concern f o r h i s academic growth

was d e s p e r a t e a f t e r t h e s e two u n s u c c e s s f u l weeks. I o n l y could keep

on wishing t h a t my P r i n c i p a l stay o u t o f t h e classroom j u s t a few

more days. I f e l t committed t o Raths' s u g g e s t i o n t h a t t h e c h i l d be

allowed t o s t r a i g h t e n o u t h i s i n n e r d i f f i c u l t i e s without b e i n g

p r e s s u r e d by t h e t e a c h e r t o engage i n c u r r i c u l a r t a s k s .

A s I thought about my week w i t h David, I decided t h a t I might

have been hovering o v e r him t o o much. My p l a n f o r n e x t week was t o

keep away s l i g h t l y , n o t removing my c a r i n g and warmth, b u t a l l o w i n g

him t o come t o me more than my seeking him o u t .

Week of filav 7

David bounced i n e a r l y Monday morning c i t i n g t h e e v e n t s o f t h e

weekend a t t h e i r c o t t a g e . He s a i d t h a t he could h a r d l y w a i t u n t i l t h e

end o f t h e week when we were scheduled t o v i s i t t h e R e i f e l B i r d

Sanctuary, Then he p u l l e d o u t h i s bag o f s t i c k e r s , asked f o r some

envelopes and began h i s "business". He s o r t e d 25 s t i c k e r s i n t o each

envelope and one by one asked each c h i l d i f t h e y wished t o purchase

them. He had some t a k e r s . This l a s t e d t h e whole day. He seemed

t o need t o do t h i s s t e a l t h i l y because a s I looked h i s way, he would

hide h i s envelopes. I chose n o t t o i n v e s t i g a t e . I decided t h a t i f

any c h i l d were t o complain, t h e n I should i n t e r v e n e . No one

complained, s o I was n o t p r i v y t o any d e t a i l s .

A t s t o r y t i m e one day, David was t h e o n l y c h i l d who knew t h e ,

meaning o f t h e word "menacing". I exploded w i t h excitement and s a i d

t h a t I was c e r t a i n t h a t he was l i s t e n i n g s o w e l l and could t e l l t h e

meaning from knowing what was happening i n t h e s t o r y . David beamed.

e p l a n t e d s e e d s t h i s week.
W David helped by i n s i s t i n g t h a t
everyone do e x a c t l y a s he d i d . Most c h i l d r e n followed h i s recom-

mendations, s o he seemed p l e a s e d . A t t h e end o f o u r p l a n t i n g s e s s i o n ,

I walked o v e r t o him, p l a c e d my hand on h i s s h o u l d e r and t o l d him

t h a t I r e a l l y a p p r e c i a t e d h i s h e l p , t h a t I was impressed w i t h how

much h e knew about p l a n t i n g . He s a i d , "Yah", and g i g g l e d .

H e d i d h i s j o u r n a l e n t r y t h r e e days. Each time he came t o my

s i d e t o d i s c u s s t h e m e r i t s o f h i s e n t r y , i n terms o f earning another

French s t i c k e r . I asked him each time how he would d e s c r i b e h i s work.

He mentioned h i s c o n c e n t r a t i o n , h i s p r i n t i n g , h i s b i g d e s c r i b i n g

words, t h e n chose a s t i c k e r t h a t he t h o u g h t a p p r o p r i a t e , e i t h e r

E x c e l l e n t , T r e s Bien, o r Bien. I commented t h a t I thought t h a t he

could e v a l u a t e h i s own work s o w e l l , t h a t he sure d i d n o t need me t o

t e l l him whether he d i d w e l l o r n o t . He s a i d , "Oh, yah?" I

r e a s s u r e d him, "Yah!"

One morning he bounced i n a g a i n and announced t o me t h a t he

was t i r e d o f c o l l e c t i n g s t i c k e r s . He would o n l y u s e them on h i s a r t

work a s t h e o t h e r c h i l d r e n were d o i n g , I a s k e d him what made him

change h i s mind. H e shrugged and s a i d t h a t he d i d n o t know.

David enjoyed o u r t r i p t o t h e Sanctuary. He had o n l y one

altercation. Again w i t h Barbara. He wanted h e r t i n c o n t a i n e r from

h e r s o f t d r i n k , she gave it t o him o n l y t o l o o k a t t h e p i c t u r e , b u t

he t h o u g h t she meant f o r keeps, s o t h a t he c o u l d c a s h i n on t h e

refund. She c r i e d . I intervened. H i s s o l u t i o n was t h a t I should

take the t i n , I did. The end.

Interpretation. A f t e r t h i s week's e p i s o d e s w i t h money, I

began t o t h i n k t h a t David may be burdened w i t h h i s f a m i l y ' s f i n a n c i a l

problems. H i s s e l l i n g h i s s t i c k e r s , h i s d e s i r e t o have B a r b a r a ' s t i n .

I r e c a l l e d a l s o t h a t once he t o l d me t h a t h i s mother bought c o o k i e s

i n s t e a d o f f r u i t because t h e former were cheaper. So t h i s concern

f o r money had s u r f a c e d b e f o r e .

Teacher's f e e l i n g s , I was r e l i e v e d t h a t David t u r n e d t o some

academic t a s k s t h i s week. Although, t h e e x p e r t s o f my developmental

t h e o r i e s s u g g e s t t h a t t h e academic w i l l f o l l o w t h e s e l f - e s t e e m , I

could n o t i r r a d i c a t e t h e p r e s s u r e I f e l t from my P r i n c i p a l . Uncon-

s c i o u s l y I knew t h a t D a v i d ' s involvement i n t h i n k i n g t a s k s was

i m p o r t a n t t o me.

T h i s week I f e l t t h a t I d i d withdraw from s u f f o c a t i n g David

w i t h my p r e s e n c e and found t h a t he and I were more r e l a x e d . His

r e l a t i v e l y s o c i a l behavior helped me t o do t h i s , I d i d n o t f e e l s o

much on guard f o r t h e p r o t e c t i o n o f him o r t h e o t h e r c h i l d r e n .

Week of May 15

David s t a r t e d t h e week w i t h a smile and a hug f o r me. He

s a i d t h a t he was i n t e r e s t e d i n making a b e a u t i f u l d i c t i o n a r y w i t h

l o t s o f good words t h a t he could u s e t o w r i t e h i s j o u r n a l e n t r i e s .

We found t h e a p p r o p r i a t e p a p e r , c u t it t o h i s s p e c i f i c a t i o n s and he

began h i s work. He c a r r i e d h i s d i c t i o n a r y w i t h him on t h e playground,

showed it t o anyone who had t h e time t o look. He seemed s o happy.

There was one a l t e r c a t i o n t h i s week. David had pushed down,

kicked, and p p c h e d I r e n e . When I asked him why he d i d a l l t h a t , he

 he s a i d t h a t she passed by him slowly and he wanted h e r t o g e t o u t of

h i s way f a s t . I asked i f he could t e l l me a l i t t l e more about t h i s .

He s a i d t h a t a l l day she was bugging him and h e j u s t f i n a l l y got t o o

mad t o t a l k t o her, s o he had t o h i t . I t o l d him t h a t I thought

t h a t he p r e f e r r e d t o t a l k about problems now t h a t f i g h t i n g was not

h i s way anymore. He s a i d t h a t t h i s was n o t t r u e t h a t sometimes t h e

only t h i n g t h a t works i s a f i g h t , e s p e c i a l l y when h e g e t s too mad t o

talk. I s a i d t h a t I guessed t h a t t h i s happened h e r e w i t h I r e n e . He

s a i d emphatically, "Yah!" I t o l d him t h a t I thought t h a t it was

very important t h a t he t r y t o t a l k f i r s t because u s u a l l y t h a t i s a l l

t h a t i s needed, then he would not have t o h u r t anyone. He s a i d t h a t

he u s u a l l y l i k e d t o t a l k f i r s t , t h a t he h a r d l y h i t anyone anymore.

I t o l d him t h a t a l l t h i s t a k e s p r a c t i s e and t h a t I thought he

was doing a very good job of remembering. He s a i d , "Yah, I know I

am".

T h i s week David worked on h i s j o u r n a l t w i c e , u s i n g some o f

h i s d i c t i o n a r y words. 'He a l s o generated a h y p o t h e s i s and t e s t e d it

about p l a n t s growing more slowly i n a d a r k p l a c e .

He t o l d me t h i s week t h a t he d i d n o t want t o s i l e n t r e a d

d u r i n g o u r scheduled time ( t h e whole school p a r t i c i p a t e d i n USSR).

I reminded h i m t h a t t h e whole school d i d t h i s , t h a t w e do n o t have a

choice i n t h i s matter, He s a i d t h a t he d i d have a choice. He would

do a q u i e t o t h e r a c t i v i t y s o t h a t everyone e l s e could do t h e i r

reading. I s a i d , "1 see,r1 I s a i d t h a t he must have given t h i s some

thoughti he s a i d t h a t he had. So d u r i n g o u r SR t i m e , he played w i t h

plasticine a t h i s table.

David c a l l e d me "Maw" by mistake one day, and giggled, t h e n

s a i d , "You would be a n i c e Maw." I s a i d , "Thank-you, and you would

be a n i c e son." We both glowed and hugged each o t h e r . Children

s t a n d i n g nearby laughed when they saw David and I c l u t c h i n g each

other. N e i t h e r of us was a f f e c t e d by t h e i r r e a c t i o n .

One morning David a r r i v e d v e r y e a r l y , 8: 15. The school doors

do n o t open f o r c h i l d r e n u n t i l 8:30. He tapped on my classroom

window, I l e t him i n . He was n o t wearing a c o a t and it was very c o l d

outside. I asked him how he managed t o g e t t o school without

freezing. He r e p l i e d t h a t he was n o t c o l d , "And anyways, my Maw s a y s

t h a t my c o a t needs a wash, and she would n o t l e t me wear it today."

L a t e r t h i s day, David wrote a t t h e bottom of h i s s p e l l i n g s t u d y page,

"I Love You", and handed it t o me. I looked i n t o h i s eyes and s a i d ,

"I love you, too." Once again, we hugged, k i d s t e a s e d , and we f e l t

good. We were i n s e p a r a b l e t h e next two days.

David i n t e r v e n e d i n a f i g h t between Stephen and Steven.

Stephen was c r y i n g very hard and c l u t c h i n g h i s tummy. David r e a l i z e d

what had happened i n s t a n t l y and began t o b e r a t e Steven f o r " h i t t i n g a

smaller k i d " . He i n s i s t e d t h a t t h e y should have t a l k e d b e f o r e t h e y

fought and t h a t t h i s was "stupid". He s a i d t h a t he was disappointed

i n Steven. He then t u r n e d t o me and t o l d me t h a t I should punish

Steven. I asked him i f he r e a l l y thought t h a t it was f a i r I punish

Steven s i n c e he s o r a r e l y fought. David s a i d , " O f course, t h e n he

w i l l never do it again." I asked Stephen what he thought I should do.

 162

He s a i d , "Nothing", t h a t he was p a r t l y t o blame, t h a t Steven was s t i l l

h i s friend. D a v i d ' s mouth was agape. He could n o t understand that

Stephen d i d n o t want t o g e t even. He s a i d , " I ~ *nso t f a i r . You

should have Steven punished ."

David asked T e r r y and Graeme t o s i t w i t h him. They b o t h

thought t h a t t h e y would. David seemed t o be prepa.red f o r e i t h e r

answer, b u t was happy when t h e y moved b e s i d e him. He played w i t h

t h e s e two boys a t r e c e s s breaks and a t e l u n c h b e s i d e them. He often

s a i d t o them t h a t t h e y should work hard s o t h a t t h e y w i l l be smart.

He worked on h i s j o u r n a l e n t r i e s w i t h them.

A t T-ball, t h e c a p t a i n of h i s team c a l l e d a n o t h e r p e r s o n t o

be f i r s t a t b a t , even though David h e l d t h e b a t . He looked o v e r t o

me, s m i l e d , handed t h e b a t t o t h e person who was c a l l e d . I smiled

back and winked.

Interpretation. David seemed t o be coming o u t of h i m s e l f

e v e r y day t h i s week. He could r e c o g n i z e what f i g h t i n g l e d t o , he

a l s o seemed t o s e e h i m s e l f i n t h e f i g h t between Stephen and Steven,

he became more comfortable w i t h my acceptance o f him, he was f r e e r

w i t h h i s a f f e c t i o n towards me and t h e o t h e r c h i l d r e n , he could

a c c e p t second p l a c e i n T-ball. These s i g n s were i n d i c a t i o n s t o me

t h a t he belonged. S i n c e h i s l a s t a t t e m p t t o g e t Graeme t o s i t w i t h

him, he l e a r n e d t o f i n d an a c c e p t a b l e way o f a s k i n g f r i e n d s t o j o i n

him. T h e r e seemed t o be a balance b e i n g c r e a t e d i n h i s day - time

a l o n e , t i m e w i t h group, time t o i n d u l g e i n h i s own p l a y , t i m e f o r

academic involvement. H i s mind seemed c l e a r e r .

 Teacher's f e e l i n g s , I f e l t c l o s e t o David t h i s week. I

began t o t r u s t him more, began t o u n d e r s t a n d him and h i s need f o r

a c c e p t a n c e more t h a n e v e r b e f o r e . And I began t o r e a l i z e t h a t I

needed him t o a c c e p t me, t o o . I t was v e r y g r a t i f y i n g f o r m e t o be

h e l d by him and f o r him t o a l l o w m e t o h o l d him. This physical

communication conveyed t o me t h a t he was r e a d y t o be open t o o t h e r s ,

t h a t he was beginning t o t r u s t o t h e r s . T h i s week, more than e v e r

b e f o r e , I f e l t t h a t Raths was r i g h t , I was overwhelmed a l s o w i t h h i s

c a r i n g f o r Stephen i n t h e f i g h t w i t h Steven.

Week o f May 2 3

David was c h e e r f u l most mornings a s we g r e e t e d each o t h e r .

He seemed t o be r e l a x e d , joined o u r groups and p a r t i c i p a t e d i n many

d i s c u s s i o n s and t h i n k i n g a c t i v i t i e s . I r e n e generated a thinking

a c t i v i t y o f h e r own i n which David was i n t e r e s t e d enough t o c o n t r i b u t e

h i s thoughts. She had a bucket o f clam and o y s t e r s h e l l s which s h e

brought f o r s o r t i n g , A s David watched h e r and some o t h e r c h i l d r e n ,

he found a d i s c r e p a n c y i n h e r s o r t i n g . Very g e n t l y , he picked o u t t h e

wrongly s o r t e d s h e l l and showed how it was t h a t s h e made a mistake.

T h i s week was D a v i d ' s b r o t h e r ' s b i r t h d a y . He made him a c a r d

and p r i n t e d l o v i n g words on t h e c a r d w i t h h i s " b e s t p r i n t i n g " , Later

t h a t day, David decided t o empty h i s t o t e t r a y . Near t h e bottom,

v e r y crumpled up was h i s own b i r t h d a y c a r d g i v e n t o him by t h e c l a s s .

I happened t o be a t h i s s i d e when he found it and I gasped. I asked

what happened t o h i s c a r d , t h e names were a l l s c r a t c h e d o u t , p a r t l y

 164

e r a s e d , p a r t l y rubbed o u t . He s a i d t h a t a l l t h e k i d s s i g n e d t h e i r

names i n messy p r i n t i n g and he d i d n o t want h i s c a r d t o l o o k messy,

s o he was r u b b i n g o u t a l l t h e names.

The l a s t two days t h i s week, David was most d i s r u p t i v e . He

r e f u s e d t o speak i n t u r n i n group s e s s i o n s , he t e a s e d t h e c h i l d r e n ,

d i s r u p t e d t h e i r work a t t h e i r t a b l e s , threw e r a s e r p i e c e s , e t c . Much

o f my c o n v e r s a t i o n w i t h him was behavior management t h e s e days. By

t h e time he f o u g h t w i t h C h r i s t i n e , I was t o o worn o u t t o be p a t i e n t ,

I asked him b r i s k l y why he h u r t h e r , what was t h e r e a s o n f o r t h i s .

He s a i d t h a t s h e would n o t go o u t s i d e a t r e c e s s break and he t o l d h e r

t o many times. When s h e d i d n o t l e a v e he " h i t h e r i n t h e head". I

asked him what made him t h i n k it was h i s r e s p o n s i b i l i t y t o send h e r

o u t s i d e anyway. He s a i d t h a t I always t o l d them t o look o u t f o r e a c h

o t h e r and he was t r y i n g t o save h e r from t h e d u t y t e a c h e r . "Oh, t h a t

was n i c e o f you, David, b u t I s t i l l d o n ' t understand your r e a s o n f o r

hurting her. C o u l d n ' t you do something e l s e ? " "Yah, I c o u l d have

l e f t h e r h e r e and s h e could g e t i n t r o u b l e w i t h t h e d u t y . She i s s o

stupid. She d e s e r v e s t o g e t i n t o t r o u b l e . " I backed o f f . " I ' m very

happy t h a t you t r i e d t o h e l p . I ' m s o r r y t h a t i t d i d n o t work o u t f o r

you t h i s t i m e , "

Interpretation. Following t h e r u l e s seemed t o be i m p o r t a n t ,

f o r David t h i s week. C h r i s t i n e had t o go o u t s i d e , t h e c h i l d r e n had

t o p r i n t t h e i r names on h i s c a r d c o r r e c t l y and n e a t l y , I r e n e could

n o t g e t away w i t h making a m i s t a k e i n s o r t i n g h e r s h e l l s . I could

n o t h e l p wondering what k i n d s o f r u l e s h i s f a t h e r may be e n f o r c i n g

 t h i s week. There i s c e r t a i n l y some s a f e t y i n f o l l o w i n g t h e r u l e s ;

it works a t home.

Teacher's feelings, My f e e l i n g s about David were very

fragile. When s i t u a t i o n s were showing me t h a t he was having some

t r o u b l e , t h a t he may have been r e g r e s s i n g a l i t t l e , I panicked. His

b u l l y i n g C h r i s t i n e and h i s d i s r u p t i o n s aroused my a n x i e t y , t h e y a l s o

t i r e d me o u t . I found t h a t management i n t e r v e n t i o n was exhausting.

f o r m e , and annoying. There should have been a b e t t e r way f o r me t o

spend t i m e w i t h David and t h e o t h e r c h i l d r e n .

Also, I was d i s a p p o i n t e d . By now I had e x p e c t a t i o n s t h a t

" a l l t h e work I had p u t i n " should have had a more c o n s i s t e n t pay-

off.

Week of Nay 2 9

W e s t a r t e d t h e week w i t h some new animal books from t h e

library. David was e x c i t e d a l l day, f l i p p i n g p a g e s , s u r p r i s e d a t t h e

appearances o f some unusual animals. Many t i m e s t o d a y , he came t o

s a y t o me t h a t he was t h e s m a r t e s t boy i n t h e whole classroom because

he knew more animals than anyone e l s e , e x c e p t f o r maybe Stephen, b u t

he s a i d t h a t he was s u r e t h a t he was even s m a r t e r t h a n Stephen. I

r e p l i e d t h a t I knew what a wonderful f e e l i n g it was t o f e e l smart.

He s a i d , "Yah", s i g h .

A f t e r r e c e s s of t h e second day t h i s week, David slumped i n t o

. t h e classroom, t e a r s r o l l i n g down h i s e y e s , h i s body limp from c r y i n g .

He walked o v e r t o me and f e l l i n t o my arms and sobbed on my shoulder.

When he stopped c r y i n g enough t o be a b l e t o speak, I asked if he

wanted t o t e l l me what was h u r t i n g him. He s a i d t h a t he would n o t ,

shaking h i s head. He c l u t c h e d o n t o me f o r some time, then walked t o

t h e r e a d i n g c e n t e r t o look through more o f t h e animal books. Several

times b e f o r e lunch, I walked over t o him, placed my arm on h i s

shoulder and glanced a t some pages w i t h him. He seemed p h y s i c a l l y

drained and s a i d nothing. I t o l d him t h a t whenever he wished t o t a l k

t o m e about what he found u p s e t t i n g t h a t I would be ready, H e replied

t h a t he would never t a l k about it.

For two days t h i s week, David was sad t h a t he could n o t draw

a "good enough a i r p l a n e " f o r a drawing c o n t e s t . He r e a l l y wanted t o

win t h e $50.00 p r i z e , b u t knew t h a t he could n o t do a proper job. He

repeated over and over a g a i n t h a t he r e a l l y wanted t o win t h e money.

I n t h e end, he decided n o t even t o t r y .

I n one group s i t u a t i o n , t h e s u b j e c t o f "change" was i n t r o -

duced i n connection w i t h seasons. I t was extended t o changes i n u s ,

changes i n u s over t h e p a s t year. David s a i d t h a t he changed. He

used t o l i k e t o f i g h t t o g e t h i s way, b u t now a l l he has t o do i s

t a l k and he u s u a l l y g e t s h i s way. T h i s way, he s a i d , no one g e t s

h u r t and he g e t s what he wants.

Interpretation. David seemed t o be experimenting w i t h h i s ,

self-esteem - t h e smartest k i d in t h e c l a s s , but h i s p e r c e p t i o n of

himself must n o t have been t o o s t r o n g - he could n o t t o l e r a t e a

f a i l u r e , t h e a i r p l a n e c o n t e s t was t o o r i s k y f o r him, b e t t e r t o avoid

t h e attempt t h a n t o t r y and f a i l .
 There were two o t h e r breakthroughs t h i s week. H i s conscious

r e a l i z a t i o n t h a t h i s f i g h t i n g days were ending, h i s t r u s t of another

(me) i n time of deep d e s p a i r ( h i s c r y i n g i n my arms a f t e r r e c e s s

break one d a y ) . He d i d n o t seem t o f e a r r e v e a l i n g a weakness t o m e

and t h a t was s i g n i f i c a n t t o h i s l e a r n i n g t o t r u s t o t h e r s .

X i s s t r o n g d e s i r e t o win t h e $50.00 drawing c o n t e s t made me

wonder once more i f he f e l t t h e need t o c o n t r i b u t e t o h i s p a r e n t s '

f i n a n c i a l goals. Also, it seemed l i k e l y t h a t a t l e a s t a b i g p a r t of

him saw h i s worth i n terms of achievement (win) and e s p e c i a l l y when

such achievement r e s u l t e d i n f i n a n c i a l gain.

Teacher's f e e l i n g s . I f e l t t h a t t h i s week we achieved a

balance between David's emotional growth and h i s academic involvement.

Even though I had been convincing myself, a s Raths s u g g e s t s , t o

c o n c e n t r a t e on David's emotional needs, I f e l t t h a t it was time f o r

academic involvement. T h i s week I was a b l e t o s t i m u l a t e David i n

academic t a s k s and t h i n k i n g a c t i v i t i e s , T h i s caused my joy.

I was a l s o f e e l i n g very s a t i s f i e d t h a t David was t r u s t i n g

me. I needed t o h e l p him o u t of h i s p a i n , b u t when I could n o t , i t

was enough f o r me t h a t he turned t o me.

Things seemed t o be going very w e l l , y e t , I asked myself,

"Am I the e t e r n a l s k e p t i c ? What i s r e s t r a i n i n g m e from r e l a x i n g

w i t h David? Why do I expect another r e g r e s s i o n ? Why do I f e a r

another s i g n o f h i s r e g r e s s i o n t o h i s p r e v i o u s behavior?" I was

s t i l l v e r y conscious of David. He d i d n o t blend i n w i t h t h e o t h e r

c h i l d r e n i n my mind's eye. I knew when he was i n t h e classroom, my

a t t e n t i o n was a l e r t e d t o him unconsciously.

Week o f June 6

By t h e time David a r r i v e d a t s c h o o l o n Monday morning, I was

s p e a k i n g w i t h C h r i s t o p h e r a b o u t h i s work, e v a l u a t i n g h i s p r o g r e s s

w i t h me. David seemed v e r y i n t e r e s t e d and C h r i s t o p h e r d i d n o t mind

t h a t he l i s t e n e d , s o David s t a y e d w i t h u s . A f t e r Christopher l e f t ,

David s a t i n my l a p and asked t h a t we e v a l u a t e h i s work. He s a i d

t h a t he wanted t o s a y l o t s o f n i c e t h i n g s a b o u t h i m s e l f . He

s u g g e s t e d t h a t I h e l p him o u t w i t h h i s c o n c e n t r a t i o n and h i s

"bugging o t h e r k i d s " . I s a i d t h a t I would. We planned h i s day

t o g e t h e r and f o r t h e e n t i r e day, he worked. I needed t o remind him

o n l y once about h i s f o o l i n g around, he thanked me and s a i d , "Oops, I

forgot-" A f t e r school, he s t o o d b e s i d e me t o e v a l u a t e h i s day

again. I asked how he thought he d i d w i t h h i s p l a n s t h i s morning.

He answered that he d i d w e l l . He s a i d , "I d i d n ' t know t h a t I c o u l d

c o n t r o l myself," m i l l i o n d o l l a r smile1 He a l s o s a i d t h a t h i s b r a i n

h u r t from c o n c e n t r a t i n g s o much and, "Wait till my Maw h e a r s about

this." I c a l l e d Mrs. X t h a t e v e n i n g and s h e s a i d , "That's nice

a b o u t D a v i d ' s working hard. I wonder how l o n g i t w i l l l a s t ? " I

s u g g e s t e d t h a t i f we b e l i e v e d t h a t he c o u l d do t h i s f o r e v e r t h a t i t

would h e l p him immensely. She s a i d t h a t s h e doubted t h i s , b u t she

would t r y t o convey encouragement t o h i m . I s a i d t h a t I s u r e would

a s h i s teacher.

I was away one day t h i s week. Once a g a i n t h e s u b s t i t u t e knew

David from l a s t y e a r . She wrote t h a t a s soon a s she saw him, she was
prepared f o r a tough day. What a s u r p r i s e s h e had. She s a i d ' t h a t

a few t i m e s he " a c t e d up", b u t i t o n l y took one g e n t l e reminder

from h e r t o calm him down. She concluded h e r n o t e t o me w i t h , "Some-

t h i n g v e r y n i c e must be happening f o r David t h i s y e a r . He i s s o

*
happy." Also, o u r p a r t time p h y s i c a l e d u c a t i o n t e a c h e r commented t o

me on my r e t u r n t h e n e x t day t h a t whenever I was away, he wondered

how David would be i n c l a s s , Once a g a i n David was f i n e , s o whatever

was happening i n c l a s s w i t h him l a s t e d even when I was n o t around.

He s a i d t h a t he was f i n a l l y beginning t o f i n d David q u i t e l i k a b l e .

One o f D a v i d ' s p r o j e c t s t h i s week was w r i t i n g h i s own s t o r y .

He began w i t h a t a b l e o f c o n t e n t s which took him many l o n g hours o f

work. When i t was complete he asked i f I l i k e d i t , I d i d . Then he

asked i f he could show it t o t h e r e s t of t h e c l a s s . T h i s time he

was n o t nervous. The c l a s s applauded h i s e f f o r t s . He t o l d them

t h a t it took him f i v e h o u r s t o do t h i s much. They applauded a g a i n .

The day b e f o r e t h e s c h o o l t r a c k meet, David seemed v e r y

q u i e t , d i d n o t p a r t i c i p a t e i n any a c t i v i t i e s and d i d n o t work on any

of h i s s t a r t e d p r o j e c t s . He s a t q u i e t l y , seemed t o b e t h i n k i n g , b u t

d i d n o t t e l l me what a b o u t when I asked him.

The t r a c k meet seemed t o be fun f o r him. Except I n o t i c e d

a t one s t a t i o n t h a t he was v i s i b l y u p s e t . I walked t o him and a s k e d

what was wrong. T e a r s exploded i n t o h i s e y e s . When he c o u l d speak

t o me he t o l d me t h a t t h e l e a d e r of h i s team was making promises t o

him, b u t n o t f u l f i l l i n g them. I asked i f he wished t o speak t o h e r

and t e l l h e r how he was f e e l i n g about t h i s . He s a i d he would, and

he d i d . She apologized and David c o n t i n u e d h a p p i l y .

Interpretation. David g o t some p r a c t i s e i n c o n t r o l l i n g

himself. With a l l t h e r u l e s and r e g u l a t i o n s a t home and a t s c h o o l ,

he must have n o t had much o f an o p p o r t u n i t y t o t e s t h i s own s t r e n g t h .

Also, h i s a s k i n g f o r h e l p and responding t o h e l p i n keeping h i s mind

on h i s work was a p o s i t i v e s i g n t h a t he was n o t a f r a i d t o admit t o

some weakness, and a s i g n t h a t he was t r u l y t r y i n g t o improve himself.

Also, h i s w i l l i n g n e s s t o announce h i s s u c c e s s e s t o t h e r e s t of t h e

c l a s s was a s i g n t h a t he might have been r e a d y t o t a k e more r i s k s

w i t h p e o p l e , a s i g n t h a t he was f e e l i n g s u r e r o f h i m s e l f .

H e had t h e d e s i r e t o make h i s t r a c k l e a d e r f u l f i l l h e r

promises t o him. I n t h e p a s t , he would have l e f t t h e s i t u a t i o n i n

d i s g u s t o r may have kicked t h e l e a d e r b e f o r e he walked o f f . This

week, he was p r e p a r e d t o speak f o r h i s r i g h t s . The encouragement

from me was a l l he needed t o c a r r y on. I t seemed t h a t he was

l e a r n i n g some s o c i a l l y a c c e p t a b l e ways t o communicate h i s needs.

Teacher's feelings, I was e l a t e d t h a t I was s e e i n g David

u s e some of t h e s t r a t e g i e s o f communicating h i s needs, and e l a t e d

t h a t t h e y were working f o r him. F i r s t , h i s evaluating h i s progress

w i t h me l i k e C h r i s t o p h e r d i d , t h e n , h i s showing t h e c l a s s h i s good

work ( i n s t e a d of "bragging" t o them a s i n t h e p a s t ) , and h i s

r e v e a l i n g t o t h e team l e a d e r t h a t he was e x p e c t i n g h e r t o f u l f i l l h e r

promises. F i n a l l y , his r e a l i z a t i o n t h a t he was more i n c o n t r o l of

his b e h a v i o r .
 171

I f e l t a p a r t o f h i s growth and t h i s made me happy. I t was

n o t s o t a x i n g f o r me anymore t o be w i t h him, he was p i c k i n g up c l u e s

everyday from me and t h e c h i l d r e n about how he could avoid h u r t i n g

i n s i d e , how t o a v o i d f e e l i n g a l o n e and r e j e c t e d . So n o t o n l y was he

r e c e i v i n g a l o t o f acceptance from m e and t h e c h i l d r e n , b u t he was

l e a r n i n g t h e s t r a t e g i e s t o g e t a l o n g w i t h o u t us.

Week of J u n e 1 3

David was u p s e t t h i s week. H i s f i r s t day back a f t e r t h e

weekend c o n s i s t e d o f h i s r u n n i n g around, s h r i e k i n g , f i d g e t i n g , i n t e r -

rupting, teasing. By t h e second day, I t o l d him t h a t I was h a v i n g a

hard t i m e keeping up w i t h him and t h a t i t was very h a r d f o r m e t o

t e a c h when he had s o much energy. H e s a i d t h a t he d i d n ' t c a r e . He

s a i d t h a t he j u s t c o u l d n ' t calm down even i f I wanted him t o .

Although he d i d n o t want t o h e l p me by calming down, he f o u g h t w i t h

anyone who s a t n e x t t o me i n o u r group d i s c u s s i o n s and g a t h e r i n g s .

When he was n e a r me on t h e s e o c c a s i o n s , he c l u t c h e d on t o my arm o r

my l e g , o r t w i s t e d my h a i r w i t h h i s f i n g e r s .

Only one time t h i s week d i d I n o t i c e some involvement i n a

thinking a c t i v i t y . We had experiments w i t h water. He designed h i s

own. By making a t r o u g h around h i s t a b l e t o p he c r e a t e d a huge

container f o r water. He f i l l e d t h i s t r o u g h " f u l l t o t h e brim". He ,

t h e n asked himself t h e q u e s t i o n , "What w i l l I do when I want t o empty

t h i s thing?" A t f i r s t he c o n s i d e r e d opening a g a t e , b u t t h a t would

make t h e w a t e r " f l o o d o u t " , and it might miss h i s p a i l . He thought

f o r a l o n g t i m e , t h e n he asked f o r a s t r a w . He siphoned, it worked!

 172

He was happy.

Interpretation, The c h i l d r e n had been t a l k i n g of t h e end of

school t e r m and p l a n n i n g t h e i r v a c a t i o n a c t i v i t i e s t h i s week. David

may have been r e a c t i n g t o t h e p r o s p e c t o f l e a v i n g a s a f e s e t t i n g .

He was d i s t u r b e d most o f t h e week.

Teacher's feelings. I f e l t t a x e d once a g a i n b e i n g w i t h David

a s I was e a r l i e r t h i s y e a r . I t seemed t h a t t h e h i n t of t h a t

d i f f i c u l t p e r i o d brought back t h e f u l l i n t e n s i t y i n s i d e my stomach

t h a t I f e l t way back then. I knew t h a t he was s o d i f f e r e n t now, b u t

t h e p a i n was n e v e r t h e l e s s t h e r e f o r me. Intellectually, I could see

s o many d i f f e r e n c e s , b u t t h e r e I was worrying a g a i n t h a t he may

i n j u r e h i m s e l f o r t h e o t h e r c h i l d r e n , t h a t he may r e g r e s s permanently.

Once a g a i n I was t o f e e l h e l p l e s s . The y e a r was coming t o a n end,

t h e r e was n o t h i n g more I could do t o h e l p David. I so feared t h a t

w i t h o u t my c o n s t a n t l o y a l t y and warmth, he might be caught up i n h i s

own downward s p i r a l a g a i n .

The L a s t Week

H i s rambling, running, s h o u t i n g , t e a s i n g , and f i g h t i n g

c o n t i n u e d f o r two days t h i s week. A t one p o i n t he shouted o u t t h a t

i f he was p l a c e d i n t h e team t e a c h i n g s i t u a t i o n i n Grade Three, he ,

would q u i t s c h o o l , Only i f he was p l a c e d w i t h t h e s i n g l e Grade

Three t e a c h e r would he continue. I t o l d him t h a t t h i s was p o s s i b l e

and I would be s u r e t h a t t h i s occurred. He seemed r e l i e v e d , b u t h i s

d i s p o s i t i o n d i d n o t change much.. I c o u l d n o t g e t c l o s e t o him,

 173

nor could any of t h e c h i l d r e n . Only when he wished t o be n e a r me was

he c o n t e n t . Then he c l u t c h e d a s he d i d l a s t week. L a t e r i n t h e week

he and I t a l k e d a b o u t summer v a c a t i o n and h i s p l a n s t o go "down t o

t h e S t a t e s t o our cottage". He s a i d t h a t it was r e a l l y b o r i n g t h e r e

sometimes, b u t t h a t t h e r e was more t o do t h e r e t h a n i n Richmond.

The l a s t day was v e r y busy f o r a l l o f u s . We were removing

some remaining w a l l d e c o r a t i o n s , c l e a n i n g up, e t c . I noticed t h a t

David was s u p e r v i s i n g many clean-up p r o j e c t s and was saving many w a l l

d i s p l a y s t o t a k e home w i t h him. He seemed q u i t e r e l a x e d and o f t e n

came by my s i d e t o hug me. He d i d n o t speak much.

Then a f t e r l u n c h , we were a l l c a l l e d t o Assembly i n t h e

gymnasium. Everyone was e x c i t e d about t h e o l d e r g r a d e s r e c e i v i n g

awards. David was high. Within t h r e e m i n u t e s o f commencing, t h e

P r i n c i p a l p i c k e d David o u t of t h e crowd o f c h i l d r e n and s e n t him out-

s i d e t h e gym f o r misbehaving. I watched David a s he s h e e p i s h l y l e f t

t h e whole crowd o f p a r e n t s and o t h e r g u e s t s . He was r e d w i t h embar-

rassment. I was angry.

When we r e t u r n e d l a t e r t o t h e classroom, I could s e e t h a t

David had been c r y i n g , b u t j u s t t h e n , he was t i d y i n g up t h e s i n k .

I asked i f he was OK. He r e p l i e d , "Yah. But I d i d n ' t do a n y t h i n g i n

t h e gym, you know." We hugged.

A t t h e end of t h e day, D a v i d ' s mother came t o s e e me. She

s a i d t h a t she had q u i t work and was happy t h a t she made t h a t d e c i s i o n

f o r D a v i d ' s sake. She hugged me and thanked me f o r h e l p i n g David.

David hugged me, t o o , s a y i n g t h a t he would v i s i t me e v e r y day next

y e a r t o s e e how t h e new Grade Twos were doing.

 Interpretation. I t was c l e a r t h a t t h e impending end o f t h e

school y e a r was u p s e t t i n g David, and me. He f i n a l l y was f e e l i n g t h a t

he belonged, and, t h a t h i s f e e l i n g more accepted by me and t h e c l a s s

c o n t r i b u t e d t o h i s acceptance of s e l f a s a worthwhile person. Did

he f e a r t h a t t h i s would a l l end with t h e end o f t h e year? Was h i s

p o s i t i v e experience h e r e adequate and deep enough t o endure a change

o f surroundings? David's r e g r e s s i v e behavior was i n d i c a t i v e ,

according t o Raths (1972, p. 34-35), o f a t h r e a t t o emotional

security, i.e., t h e end o f t h e year and t h e l o s s of h i s t e a c h e r .

Teacher's feelings. Saying good-bye t o David was hard. He

was limp i n my arms a s we hugged, t e a r s flooded my eyes. Did we do

a l l we c o u l d t o g e t h e r t o h e l p him? Who w i l l be t h e s u p p o r t i v e

persons i n h i s l i f e from now on?

The anger I f e l t f o r my P r i n c i p a l was n e a r l y unleashed i n

t h e gym f i l l e d w i t h g u e s t s . How could he do such a t h i n g t o David,

o r f o r t h a t matter t o anyone? H i s c o n s t a n t a c c u s a t i o n of David's

c h i p on h i s shoulder was t o o obvious today - he d i d n ' t know David

a t all1

My o n l y hope f o r David was t h a t h i s good r e p u t a t i o n which

had been c r e a t e d f o r him t h i s year would p r e v a i l among t h e t e a c h e r s

and c h i l d r e n .
 CHAPTER I V

FINDINGS, CONCLUSIONS, IMPLICATIONS

The purpose of t h i s s t u d y was t o d e m o n s t r a t e by a c a s e s t u d y

approach, how c e r t a i n t e a c h i n g s t r a t e g i e s were u s e d by a t e a c h e r i n a

r e g u l a r p r i m a r y classroom w i t h a s e l e c t e d Grade Two s t u d e n t w i t h

emotional problems. Further, t h i s study intended t o i l l u s t r a t e t h e

s t r a t e g i e s t h a t t h e t e a c h e r employed t o cope w i t h t h e s t r a i n i n t h e

p r o c e s s of a p p l y i n g t h e t e a c h i n g s t r a t e g i e s .

To a c h i e v e t h e s e purposes, t h e i n v e s t i g a t o r chose a s t u d e n t

a c c o r d i n g t o s p e c i f i e d c r i t e r i a (p. 47 - heading: Criteria for the

S e l e c t i o n o f t h e Subject: 1) t h e c h i l d ' s b e h a v i o r impeded him from

engaging i n t h e l e a r n i n g p r o c e s s , 2 ) t h e b e h a v i o r o f t h e s t u d e n t i n t e r -

f e r e d w i t h t h e l e a r n i n g p r o c e s s of o t h e r c h i l d r e n i n t h e classroom,

and, 3 ) t h e t e a c h e r was f r e q u e n t l y occupied by t h e s t u d e n t ' s b e h a v i o r ) .

I n f o r m a t i o n was c o l l e c t e d on t h e s u b j e c t ' s classroom and playground

b e h a v i o r , h i s family background, h i s p h y s i c a l h e a l t h . Following t h e

p r o c e d u r e s s u g g e s t e d by Raths and B u r r e l l , a d i a g n o s i s , which took t h e

form of a working h y p o t h e s i s , was t h e n g e n e r a t e d . On t h e b a s i s of t h e

working h y p o t h e s i s , t h e t e a c h i n g o b j e c t i v e s were planned. Then d u r i n g

t h e p e r i o d from January, 1979 t o June, 1979, t h e i n v e s t i g a t o r , i n h e r ,

r o l e a s classroom t e a c h e r , a p p l i e d t h e planned t e a c h i n g s t r a t e g i e s

w i t h i n t h e c o n t e x t of a r e g u l a r classroom s i t u a t i o n . Daily anecdotal

r e c o r d s w e r e k e p t of t h e s u b j e c t ' s b e h a v i o r , t h e a d m i n i s t r a t i o n of t h e

175
s t r a t e g i e s , and t h e i n t e r p r e t a t i o n by t h e i n v e s t i g a t o r of t h e

s u b j e c t ' s behavior.

D a i l y r e c o r d s were a l s o k e p t t o i l l u s t r a t e t h e way t h e

t e a c h e r handled t h e s t r e s s r e s u l t i n g from t h e p r o c e s s of employing

t h e teaching s t r a t e g i e s . These d a i l y r e c o r d s were analyzed t o d e t e r -

mine t h e p o s s i b l e r o o t c a u s e s of t h e s t r e s s and t o d i s c o v e r ways t o

a l l e v i a t e t h e s t r e s s s o t h a t t h e t e a c h e r was a b l e t o r e t u r n t o t h e

classroom t h e f o l l o w i n g day w i t h a p l a n of i n t e r a c t i o n s t r a t e g i e s .

The c o n t e n t s of t h i s c h a p t e r i n c l u d e t h e f i n d i n g s , c o n c l u s i o n s ,

and i m p l i c a t i o n s of t h i s study.

Findings

I t was t h e i n t e n t i o n of t h i s s t u d y t o i n t e n s i v e l y a n a l y z e a

teacher's i n t e r a c t i o n s with a troubled student during t h e school y e a r

i n o r d e r t o l e a r n what happens i n t h e p r o c e s s of a p p l y i n g c e r t a i n

teaching s t r a t e g i e s - t o d i s c o v e r what happens t o t h e s t u d e n t and t o

the teacher i n t h i s process. No h y p o t h e s i s was being t e s t e d i n t h i s

s t u d y , and t h e r e was no s t a t i s t i c a l d e s i g n . The s t u d y i n s t e a d u t i l i z e d

t h e approach r e f e r r e d t o i n t h e l i t e r a t u r e a s c a s e s t u d y . Therefore,

t h e f i n d i n g s w i l l be q u a l i t a t i v e and d e s c r i p t i v e i n n a t u r e . I t is

important t o n o t e t h a t w h i l e such r e s e a r c h methodology i s h e l p f u l i n

g a t h e r i n g and i n t e r p r e t i n g d a t a i n a s i n g l e c a s e , t h e r e b y informing

classroom p r a c t i c e i n t h a t c a s e , t h e d a t a a r e n o t seen t o b e g e n e r a l -

i z a b l e without f u r t h e r study.

The p r e s e n t a t i o n of t h e f i n d i n g s w i l l be o r g a n i z e d i n t o t h r e e

parts. The f i r s t p a r t w i l l c o n s i d e r t h e f i n d i n g s which r e l a t e t o t h e

observed changes in the student's behavior:

a) changes in his degree of participation in classroom

activities,

b) changes in his behavior on the playground,

c) changes in his emotional needs-related behaviors,

d) changes in his behavior which continue into the next

school year.

The second part of the findings will deal with discoveries

relating to the application of the teaching strategies employed in

the study:

a) the extent to which the teacher's personality attributes

affected the interaction strategies employed,

b) the investigator's role - "teacher"? or "helper"?

c) usefulness of a daily anecdotal record,

d) time allotment with student.

The third part of the findings examine the strain on the

teacher as a result of applying the teaching strategies:

a) personal feelings about the student,

b) the stress regarding expectations of the school personnel

and parents,

c) the teacher's curricular expectations for the subject,

d) teacher "burn-out".

The fourth heading considers separately the form which the

investigator chose to use in the anecdotal records:

a) description of student's behavior,

 b) t e a c h e r ' s i n t e r p r e t a t i o n of s t u d e n t ' s behavior,

c) teacher's feelings.

Findings Related t o Changes i n t h e

S t u d e n t ' s Behavior

Degree of p a r t i c i p a t i o n i n classroom a c t i v i t i e s . During t h e

e a r l y p a r t of t h e school y e a r , David d i d n o t p a r t i c i p a t e i n classroom

activities. He e i t h e r s a t alone i n a c o r n e r of t h e room o r he roamed

about t h e classroom n o t becoming involved i n any a c t i v i t y , f o r any

l e n g t h of time. By December, David s p o r a d i c a l l y began t o a t t e n d

group g a t h e r i n g s , b u t never spoke i n t u r n . I n s t e a d , he shouted o u t

a comment o r a c t e d s i l l y t o g a i n a t t e n t i o n . Once he had t h e

a t t e n t i o n of t h e c l a s s , he f o o l e d around and t h e c h i l d r e n laughed a t

him i n response. By mid-January ( s e e Anecdotal Notes f o r January 18

and January 1 9 ) , David began t o speak w i t h purpose a t group g a t h e r -

ings. But h i s manners were n o t c o n s i s t e n t l y e v i d e n t u n t i l l a t e i n

t h e year.

David's w i l l i n g n e s s t o become involved i n c u r r i c u l a r t a s k s

g r a d u a l l y i n c r e a s e d from t o t a l r e j e c t i o n e a r l y i n t h e school y e a r ,

t o becoming involved i n t e r m i t t e n t l y i n t h e mid-year, t o engaging i n

a t a s k a t t h e s u g g e s t i o n of t h e t e a c h e r and i n i t i a t i n g h i s own

a c t i v i t y l a t e i n t h e school y e a r . H i s d e t e r m i n a t i o n t o keep on with

an a c t i v i t y without g i v i n g up a t t h e f i r s t s i g n of d i f f i c u l t y was

f i r s t e v i d e n t i n March ( s e e March 5 Anecdotal Notes). Before t h a t ,

he gave up i f something was n o t i n s t a n t l y s u c c e s s f u l f o r him.

 In late February, David began to keep more of his written

efforts long enough to have them evaluated by the teacher. But this

was not consistent behavior for him, and so to the end of the year,

he deliberately threw away his work because according to him there

was something either wrong with his printing or the whole thing was

dumb or his mother threw it out when he took his work home. So that

this year much of David's academic involvement was oral and conducted

on a one-to-one basis with the teacher.

Until the end of the year, David's "moods" controlled the

amount of his involvement in curricular tasks and discussions. If he

was angry, he remained detached or became disruptive. If he was

happy, he was open to thinking and writing and he was gentle with

other students. Examination of the Anecdotal Records showed that

David was more consistently happy, therefore, academically more

productive during the last three months of the school year.

Changes in the subject's behavior on the playground. The

investigator's assessment in March of David's behavior on the play-

ground as seen by supervising duty teachers showed a marked change

since September to December. In those early months, teaching staff

viewed David as cheeky, aggressive, and mean on the playground. They

preferred to avoid him than to confront him with wrong-doing. By

March, their comments were different. He did not bully young

children on the playground, he often walked beside the duty teachers

as they made their rounds over the play area, he giggled more often

and played with other children. They felt much more relaxed to be
n e a r him. One t e a c h e r s a i d t h a t she s t i l l b e l i e v e d t h a t David had a

" c h i p on h i s s h o u l d e r " , b u t he was o b s e r v a b l y l e s s a g g r e s s i v e than

he was e a r l y i n t h e y e a r . David's p h y s i c a l e d u c a t i o n t e a c h e r

commented i n February ( s e e Anecdotal Notes f o r February 19) t h a t he

was b e g i n n i n g t o enjoy David i n h i s c l a s s . By March, he commented

t h a t s o seldom was David b e l l i g e r e n t i n h i s c l a s s t h a t he h a r d l y

remembered what David was l i k e e a r l y i n t h e y e a r and how a g g r e s s i v e

he had been t h e p r e v i o u s y e a r .

Changes i n t h e s u b j e c t ' s emotional n e e d s - r e l a t e d behaviors.

Early i n t h e school year, t h e teacher-rating s c a l e s were a d m i n i s t e r e d

t o two t e a c h e r s w i t h i n t h e school who knew David w e l l . Each one had

i d e n t i f i e d David a s a g g r e s s i v e . H i s p r e v i o u s t e a c h e r added more t o

t h e d e s c r i p t i o n on t h e r a t i n g s c a l e : "David makes t h e t e a c h e r f e e l

f r u s t r a t e d and sometimes angry. He i s a d e f i a n t c h i l d , sneaky,

devious, f r e q u e n t l y d a r i n g t o do t h e u n a c c e p t a b l e . Often he

complained about o t h e r c h i l d r e n c h e a t i n g i n game s i t u a t i o n s . Teaching

him was e x h a u s t i n g . " The o t h e r t e a c h e r added some o b s e r v a t i o n s a s

well: "David i n i t i a t e s t r o u b l e f o r t h e s a k e of it o r t o g e t a

reaction. He f e i g n s a f f e c t i o n f o r devious p u r p o s e s . He s e e k s

a t t e n t i o n i n n e g a t i v e ways. David seems t o know what consequences

a r e i n s t o r e f o r him and f o r you, b u t d o e s n ' t seem t o c a r e i f h e ' s

h u r t a s l o n g a s it h u r t s you. I have never s e e n David s m i l e o r laugh

u n l e s s he i s making fun of someone. I simply d o n ' t t r u s t t h a t c h i l d . "

O b s e r v a t i o n s of David i n t h e classroom e a r l y i n t h e y e a r were

made by t h e i n v e s t i g a t o r . David r e g u l a r l y engaged i n punching,

pinching, k i c k i n g , s t r a n g l e h o l d s , and name-calling. He seldom

spoke t o o t h e r c h i l d r e n u n l e s s i t was t o make fun of them o r t e a s e

them. C h i l d r e n seemed t o avoid him i n t h e i r p l a y o r avoid him when

working groups were a s s i g n e d . David h a t e d t o be touched by c h i l d r e n

o r teacher. He s p e n t much of h i s day sneaking around o t h e r c h i l d r e n

t o s u r p r i s e a t t a c k them. H i s b e h a v i o r e l i c i t e d s o much d i s r u p t i o n

and t e a r s t h a t t h e t e a c h e r f e l t "on guard" most of t h e day.

I n J u n e , t h e i n v e s t i g a t o r once a g a i n a d m i n i s t e r e d t h e t e a c h e r -

r a t i n g s c a l e t o t h e same two t e a c h e r s . David's p r e v i o u s t e a c h e r s a i d

t h a t she found him s o d i f f e r e n t , t h a t although s h e would have t o s a y

t h a t David was s t i l l s l i g h t l y a g g r e s s i v e compared t o o t h e r c h i l d r e n ,

he d i d n o t show up l i k e h e d i d b e f o r e . She s a i d t h a t a s a s u p e r -

v i s i n g d u t y t e a c h e r , s h e "enjoyed" D a v i d ' s company. Never d i d s h e

v i s u a l i z e h e r s e l f s a y i n g t h i s , b u t now it was t r u e . "I s t i l l f e e l

t h a t he h a s a ' c h i p on h i s s h o u l d e r ' , b u t he seems s o much more

mellow and happy. A s a m a t t e r of f a c t , I d o n ' t remember when I ' v e

seen him p i c k i n g on a n o t h e r c h i l d . That was normal behavior f o r him

n o t s o l o n g ago. I'm s t i l l s u s p i c i o u s of him, b u t t h a t may j u s t be

a r e s i d u a l f e e l i n g a b o u t him from t h e p a s t because i f I met him

today, I t h i n k I would c o n s i d e r him a l i t t l e tough, b u t n o t mean."

The o t h e r t e a c h e r , a l s o , f e l t t h a t h i s a g g r e s s i o n was low key now.

She n o t i c e d t h a t he seemed more c o n f i d e n t i n h i s a b i l i t y t o g a i n

a t t e n t i o n i n p o s i t i v e ways. She s a i d t h a t o f t e n he walked b e s i d e h e r

.during h e r s u p e r v i s i n g t i m e s and asked t o h o l d h e r hand. She f e l t

t h a t she c o u l d g e n u i n e l y l i k e David, a p o s s i b i l i t y s h e thought

i n c o n c e i v a b l e l a s t y e a r and e a r l i e r t h i s y e a r .

The i n v e s t i g a t o r n o t i c e d a change i n David, p a r t i c u l a r l y ,

by r e r e a d i n g t h e n o t e s recording h i s b e h a v i o r s . By t h e end of t h e

y e a r David was more a p a r t of t h e classroom - c h i l d r e n i n v o l v e d him

i n t h e i r p l a y and t h e i r work. He more r e g u l a r l y j o i n e d group

g a t h e r i n g s and spoke i n t u r n ; he d i d n o t become uncomfortable w i t h

positive attention. Touching was n o t u n a c c e p t a b l e t o him - n o t only

t h e t e a c h e r ' s touch, b u t t h e c h i l d r e n ' s a l s o . He seemed h a p p i e r i n

t h e classroom, and h i s joy d i d n o t come from t e a s i n g a s it had i n t h e

past. Because David s t i l l a t times behaved a g g r e s s i v e l y , t h e

t e a c h e r found t h a t s h e s t i l l had t o m a i n t a i n c a r e f u l v i g i l a n c e when-

e v e r he was n e a r o t h e r c h i l d r e n .

Changes i n t h e s u b j e c t ' s behavior c o n t i n u e i n t o h i s f o l l o w i n g

year. David's f u t u r e Grade Three t e a c h e r v i s i t e d t h e i n v e s t i g a t o r a s

soon a s s h e was t o l d t h a t David would be i n h e r c l a s s t h e f o l l o w i n g

year. She was concerned t h a t David n o t r e v e r t back t o h i s a g g r e s s i v e

b e h a v i o r t h a t had been s o p r e v a l e n t d u r i n g a l l of Grade One

and t h e b e g i n n i n g of Grade Two. She was concerned about

t h e r e p u t a t i o n he a c q u i r e d w i t h h i s f i g h t i n g i n t h e p a s t and wondered

how s h e might c o n t i n u e t o p r e v e n t h i s r e t u r n i n g t o h i s o l d p a t t e r n s .

The i n v e s t i g a t o r summarized t o h e r t h e p r o c e s s t h a t seemed e f f e c t i v e *

w i t h David. She concluded t h a t h e r most i m p o r t a n t a t t i t u d e toward

him s h o u l d be t h a t s h e view him p o s i t i v e l y .

I n t h e t h i r d week of September of t h e f o l l o w i n g y e a r , David's

new t e a c h e r once a g a i n spoke t o t h e i n v e s t i g a t o r . David was showing

no o v e r t s i g n s of a g g r e s s i o n . He seemed v e r y concerned t h a t he

complete h i s a s s i g n e d t a s k s . She n o t i c e d t h a t sometimes he g i g g l e d

nervously and i t was t h o s e t i m e s t h a t s h e p l a c e d a r e a s s u r i n g hand

on h i s s h o u l d e r ( a s t h e i n v e s t i g a t o r had s u g g e s t e d t o h e r i n t h e i r

e a r l i e r d i s c u s s i o n about David) and he seemed t o respond by showing

s i g n s of r e l a x i n g . She s a i d s h e was b e g i n n i n g t o b r e a t h e a slow s i g h

of r e l i e f because s h e expected David t o r e g r e s s and t o h e r p l e a s a n t

s u r p r i s e , he had n o t .

David a l s o came t o v i s i t t h e i n v e s t i g a t o r i n h e r classroom.

He came by every day f o r t h e f i r s t month. Sometimes he dropped i n

t o hug t h e i n v e s t i g a t o r , sometimes he s t a y e d t o c h a t . H i s conver-

s a t i o n u s u a l l y i n c l u d e d h i s e x p r e s s e d d e s i r e t o c o n t i n u e t o be a

"good" boy and h i s i n t e n t i o n t o complete a l l h i s work everyday.

Often he spoke of h i s i n t e r e s t i n g t r i p s t o h i s p a r e n t s ' second home,

of some new i n t e r e s t s i n h i s new classroom, of some of t h e a c t i v i t i e s

happening i n t h e i n v e s t i g a t o r ' s classroom. N o s t a l g i c a l l y , it seemed,

he spoke o f some t h i n g s he d i d w h i l e he was i n Grade Two. The

i n v e s t i g a t o r enjoyed h i s v i s i t s . He seemed h a p p i e r , calmer, and more

s e l f - a s s u r e d t h a n he was one y e a r ago. On one of t h e s e v i s i t s , he

seemed u n u s u a l l y happy - h i s mother had q u i t work and was " t a k i n g

c a r e " of him. Another time he s a i d t h a t he would n o t be f i g h t i n g

anymore because he j u s t d i d n ' t g e t a s mad a s he used t o when he was

"a k i d " l a s t y e a r . He a l s o wondered i f t h e r e were any "bad" boys

l i k e he was i n t h e Grade Two c l a s s t h i s y e a r .

I n e a r l y October, David's mother came t o t h e i n v e s t i g a t o r ' s

classroom a f t e r s c h o o l . She s a i d t h a t it was about time t h a t s h e

 184

thank t h e i n v e s t i g a t o r f o r t h e time s h e s p e n t w i t h David t h e p r e v i o u s

year. By now, D a v i d ' s mother had q u i t work. She s a i d she r e a l i z e d

t h a t David needed more a t t e n t i o n . "He was j u s t n o t o l d enough t o be

l e f t a l o n e s o much." She s a i d t h a t s h e saw David a s d i f f e r e n t from

h e r two o l d e r boys. He was s m a r t e r and more s e n s i t i v e and s h e wanted

him t o have e v e r y chance t o go beyond h i s two b r o t h e r s i n s c h o o l and

p e r s o n a l achievements. She a l s o s a i d t h a t s h e thought David seemed

t o know ( a l t h o u g h he c o u l d n o t a r t i c u l a t e ) t h a t something s p e c i a l

happened t o him w i t h t h e i n v e s t i g a t o r i n h i s second grade. She s a i d

t h a t he o f t e n spoke a b o u t t h e i n v e s t i g a t o r and t o l d h e r t h a t "my

Grade Two t e a c h e r r e a l l y l o v e s me." T h i s seemed very i m p o r t a n t t o

her. She a l s o s a i d t h a t s h e spoke t o D a v i d ' s t h i r d g r a d e t e a c h e r

and f e l t s o p l e a s e d because David s t a r t e d o u t s o w e l l i n h e r c l a s s .

D a v i d ' s mother was i n t h e s c h o o l s e v e r a l t i m e s d u r i n g D a v i d ' s

t h i r d grade. Each time s h e came by t o v i s i t t h e i n v e s t i g a t o r . Each

time s h e s a i d t h a t s h e was t h a n k f u l f o r t h e h e l p he r e c e i v e d i n

Grade Two.

The i n v e s t i g a t o r observed t h a t David was u s u a l l y p l a y i n g w i t h

o t h e r c h i l d r e n i n t h e playground d u r i n g b r e a k s , he seemed happy. In

a d d i t i o n t o h e r own o b s e r v a t i o n s , o t h e r s t a f f members ( p a r t i c u l a r l y

t h e two t e a c h e r s i n t e r v i e w e d d u r i n g t h e s t u d y ) commented on David's

changed b e h a v i o r . ~ 0 t he x p r e s s e d s k e p t i c i s m t h a t h i s behavior would"

s u s t a i n t h e changes w i t h i n a n o t h e r classroom environment, b u t h i s

c u r r e n t t e a c h e r t o l d them t h a t s h e was n o t e x p e r i e n c i n g any d i f f i c u l t y .

Also, t h e i n v e s t i g a t o r v i s i t e d David's new classroom d u r i n g

r e c e s s and l u n c h b r e a k s . The c h i l d r e n spoke of t h e i r Grade Three

accomplishments and more o f t e n t h a n n o t i n c l u d e d comments about how

n i c e David was t h i s y e a r . "He f i n i s h e s a l l h i s work everyday!"

Barbara s a i d one day i n October. Very o f t e n on t h e s e v i s i t s , David

was e a t i n g h i s lunch and p l a y i n g a b o a r d game w i t h some f r i e n d s .

There was no evidence, a s t h e r e had been l a s t y e a r , t h a t t h e s e

c h i l d r e n f e a r e d o r avoided him.

Findings Related t o the Application

of t h e Teaching S t r a t e g i e s

Teacher's p e r s o n a l i t y i n r e l a t i o n t o i n t e r a c t i o n s t r a t e g i e s .

The e x t e n t t o which t h e t e a c h e r ' s p e r s o n a l i t y a t t r i b u t e s a f f e c t e d t h e

i n t e r a c t i o n s t r a t e g i e s employed: Carkhuff and Truax observe t h a t

"1) a l l i n t e r p e r s o n a l l e a r n i n g o r r e l e a r n i n g p r o c e s s e s may b e f o r

b e t t e r o r f o r worse and 2) c o n s t r u c t i v e o r d e s t r u c t i v e r e s u l t s can

be accounted f o r by t h e l e v e l of f a c i l i t a t i v e and a c t i o n - o r i e n t e d

dimensions o f f e r e d by t h e more knowing p e r s o n , f o r example, t h e

p a r e n t , t h e t e a c h e r , o r t h e c o u n s e l o r " (Truax and Carkhuff, 1967,

p. 2 3 ) . I n o r d e r f o r t h e i n t e r p e r s o n a l l e a r n i n g o r r e l e a r n i n g t o be

f o r t h e b e t t e r , Carkhuff and Truax d e f i n e t h e n e c e s s a r y a t t i t u d e s

of t h e h e l p e r t o be 1) empathy, 2) r e s p e c t , and, 3) genuineness. In

t h e p r e s e n c e of t h e s e , t h e h e l p e e i s h e l p e d . However, w i t h o u t a h i g h

degree of genuineness, h e l p does n o t o c c u r . I t i s t h i s component

of genuineness which i n v o l v e s t h e h e l p e r ' s p e r s o n a l i t y i n t h e h e l p i n g

process. I n examining t h e d a t a of t h i s s t u d y , t h e i n v e s t i g a t o r was

c o g n i z a n t of t h e e f f e c t s of h e r own p e r s o n a l i t y on t h e changes

observed i n t h e s u b j e c t . I t appeared t h a t it was n o t o n l y t h e i n t e r -

a c t i o n s t r a t e g y a l o n e , nor t h e t e a c h e r ' s p e r s o n a l i t y a l o n e , b u t a

combination of b o t h which seemed t o a f f e c t changes i n t h e s t u d e n t .

The i n v e s t i g a t o r ' s r o l e - " t e a c h e r ? " o r "helper?". I n the

course of d e v e l o p i n g a s e n s i t i v i t y t o David's emotional needs, t h e

i n v e s t i g a t o r o f t e n became s o concerned w i t h David a s a needy p e r s o n ,

t h a t h e r r o l e a s a t e a c h e r seemed secondary. I t was i m p o r t a n t t o h e r

t h a t David's needs be met f i r s t -- i n o r d e r t h a t h e might be e n a b l e d

t o learn. A t t e n t i o n t o c u r r i c u l u m a s t h e f i r s t o r d e r of b u s i n e s s

seemed i r r e l e v a n t . She saw David a s a l o n e l y c h i l d , w i t h o u t f r i e n d s ,

without t h e a b i l i t y t o make f r i e n d s . He seemed s o s a d , t h i s s a d n e s s

a t times p r e v e n t e d h e r from f o c u s i n g on s o impersonal a t o p i c a s

curriculum o f t e n r e q u i r e d . More a p p r o p r i a t e was a c a s u a l c o n v e r s a t i o n

f o c u s i n g on David's f e e l i n g s of s e c u r i t y , i n s t e a d of an i n t e r a c t i o n

which emphasized academic c o n t e n t . Consequently, t h e t e a c h e r ' s

i n t e r a c t i o n s tended t o t r y t o p r o v i d e David w i t h p s y c h o l o g i c a l comfort

and s e c u r i t y , and t h i s was o f t e n a t t h e expense of academic c o n t e n t .

But t h e t e a c h e r ' s tendency toward meeting emotional needs

i n s t e a d of t e a c h i n g t h e c u r r i c u l u m came a s w e l l from o t h e r t h a n

compassionate r e a s o n s . One o t h e r r e a s o n was t h a t t h e i n v e s t i g a t o r

unconsciously became i n v o l v e d i n an unspoken b a t t l e between D a v i d ' s

p a r e n t s and many s t a f f members on one s i d e and h e r s e l f on t h e o t h e r

r e g a r d i n g t h e " b e s t " ways t o d e a l w i t h a "problem-child" l i k e David.

T h e i r view s u p p o r t e d p u n i t i v e methods, h e r s non-punitive. David

'became t h e s u b j e c t of an experiment t o show them t h a t acceptance and

understanding work. Consequently, t h e Raths and Carkhuff methods

which t h e i n v e s t i g a t o r i n t e n d e d t o employ f r e q u e n t l y became skewed

i n f a v o r o f "helping".

Another reason f o r emphasizing meeting e m o t i o n a l needs

r a t h e r t h a n t e a c h i n g t h e curriculum was t h a t t h e i n v e s t i g a t o r needed

t o s c o r e some p e r s o n a l g a i n i n h e r i n t e r a c t i o n s w i t h David. She

needed t o s e e some move forward i n h i s b e h a v i o r i n some a r e a . So,

a f t e r d i s c o v e r i n g t h a t academic g a i n s were n o t e a s y w i t h him, s h e

o f t e n r e s o r t e d t o h i s p e r s o n a l i t y g a i n s t o s a t i s f y h e r need t o s e e

some p r o g r e s s i n him.

H i s p e r s o n a l i t y g a i n s were n o t i c e d , n o t o n l y by h e r , b u t by

o t h e r s t a f f members. As a result, t h e i n v e s t i g a t o r glowed w i t h p r i d e

when David walked down t h e c o r r i d o r , i n s t e a d of r a n . She was

d e l i g h t e d when o t h e r t e a c h e r s spoke k i n d l y of David i n a s s e m b l i e s on

F r i d a y s t a k i n g n o t e of h i s improved s e l f - c o n t r o l . Without some kind

of e v i d e n c e t h a t David was improving, t h e i n v e s t i g a t o r became d i s -

couraged. I n o r d e r t o p r e v e n t discouragement, t h e r e f o r e , t h e

i n v e s t i g a t o r maintained h e r f o c u s on meeting D a v i d ' s e m o t i o n a l needs

i n s t e a d o f t e a c h i n g him second g r a d e c u r r i c u l u m m a t e r i a l .

The i n v e s t i g a t o r ' s need f o r r e i n f o r c e m e n t of D a v i d ' s p r o g r e s s

d i m i n i s h e d d u r i n g t h e l a s t t h r e e months of t h e s c h o o l y e a r when t h e

i n v e s t i g a t o r found David t o be a more w i l l i n g p a r t i c i p a n t i n academic

activities. H i s b e h a v i o r a l g a i n s were c l e a r l y o b s e r v a b l e , and it

seemed a good time t o begin t o t a k e more i n i t i a t i v e i n engaging David

i n curriculum. I t was d u r i n g t h i s p e r i o d i n which t h e i n v e s t i g a t o r

f e l t t h a t s h e c r e a t e d t h e b a l a n c e r e q u i r e d f o r f u l l a p p l i c a t i o n of t h e

Raths and Carkhuff s t r a t e g i e s .

 U s e f u l n e s s of d a i l y a n e c d o t e s . Throughout t h e s t u d y , t h e

i n v e s t i g a t o r recorded h e r i n t e r a c t i o n s w i t h David d a i l y . From t h e s e

r e c o r d s , t h e i n v e s t i g a t o r c o u l d determine t h e tone of h e r i n t e r -

actions. Was t h e r e t o o much emphasis p l a c e d on "helping"? If that

were t h e c a s e , t h e i n v e s t i g a t o r a t t e n p t e d t o be more " t e a c h e r " on

f o l l o w i n g days. The a n e c d o t a l r e c o r d s provided o t h e r i n f o r m a t i o n

which was employed t o p l a c e David's b e h a v i o r i n t o p r o p e r p e r s p e c t i v e .

With t h e d a i l y r e c o r d i n g s , it was p o s s i b l e f o r t h e i n v e s t i g a t o r t o

observe any s l i g h t change i n David's b e h a v i o r . Also, it was p o s s i b l e

f o r t h e t e a c h e r t o examine t h e r e s u l t of employing c e r t a i n approaches

w i t h David. Without t h e awareness of D a v i d ' s slow change, t h e

i n v e s t i g a t o r b e l i e v e d t h a t h e r job a s t e a c h e r was more f r u s t r a t i n g .

D e t a i l e d a n e c d o t a l r e c o r d s , a l s o , provided t h e i n v e s t i g a t o r

w i t h m a t e r i a l t o compare w i t h t h e Raths and Carkhuff methods. She

was a b l e t o determine when s h e i n t e r a c t e d w i t h David i n a p p r o p r i a t e l y .

With t h e a d d i t i o n of r e c o r d i n g h e r f e e l i n g s aroused by h e r e n c o u n t e r s

w i t h David, s h e was a b l e t o be i n touch w i t h t h e r e a s o n s which

prompted h e r b e h a v i o r w i t h him. I n t h i s way, she became more a b l e t o

monitor h e r b e h a v i o r and t h e r e f o r e i n t e r a c t with David i n ways more

c o n s i s t e n t w i t h t h e Raths and Carkhuff i n t e r a c t i o n s t r a t e g i e s .

Examining t h e r e c o r d s d a i l y o f f e r e d a n o t h e r way f o r t h e

i n v e s t i g a t o r t o become a c q u a i n t e d w i t h David. For i n s t a n c e , t h e

r e c o r d s showed t h e i n v e s t i g a t o r t h a t David's p e r c e p t i o n of f a i r n e s s

Often prompted h i s b e h a v i o r . On J a n u a r y 1 5 t h , f o r example, David

t o r e up Johnny's "meter monster". Without having f i r s t analyzed

David's h a r r a s s m e n t of I r e n e ( s e e Anecdotal Notes, J a n u a r y 9 t h ) about

g e t t i n g even w i t h C h r i s t o p h e r , t h e i n v e s t i g a t o r may have admonished

David b e f o r e s e e k i n g an e x p l a n a t i o n f o r h i s d e s t r o y i n g Johnny's

property. But a f t e r a n a l y z i n g t h e i n c i d e n t concerning I r e n e , t h e

i n v e s t i g a t o r had a c l e a r o p i n i o n t h a t David's s e n s e of f a i r n e s s i s

r e a l t o him, even though it may n o t be c o n s i d e r e d f a i r t o anyone e l s e .

Time a l l o t m e n t w i t h t h e s u b j e c t . The i n v e s t i g a t o r found t h a t

s h e s p e n t " q u a l i t y " time w i t h t h e s u b j e c t o u t s i d e of classroom hours,

t i m e s d u r i n g which s h e was a b l e t o more i n t e n s i v e l y u s e t h e Raths

and Carkhuff t h e o r i e s . These were t i m e s when t h e two could be a l o n e

t o speak i n d e p t h about e v e n t s of t h e day o r t h e mood of t h e day.

During c l a s s r o o m h o u r s , t h e i n v e s t i g a t o r could i n c o r p o r a t e h e r

f e e l i n g s a b o u t t h e s u b j e c t which s h e developed by t a l k i n g w i t h him

o u t of t h e classroom.

While i n t h e classroom, t h e t e a c h e r employed t h e Raths and

Carkhuff t h e o r i e s w i t h a l l s t u d e n t s i n t h e c l a s s . ' The s u b j e c t was a b l e

t o n o t i c e h e r c a r i n g and r e s p e c t f o r a l l c h i l d r e n and became g r a d u a l l y

open t o h e r a c c e p t a n c e of him, t o o . So t h a t i n t h e classroom, h e r

d i r e c t t i m e w i t h David d i d n o t d i s p r o p o r t i o n a t e l y exceed h e r time

with o t h e r students. But h e r responding t o a l l s t u d e n t s i n t h e Raths

and Carkhuff models d i d exceed any o t h e r methods of responding i n t h e

classroom.
F i n d i n g s R e l a t e d t o t h e S t r a i n on
t h e Teacher

Personal f e e l i n g s about t h e student. "The p r o c e s s of s e l f -

growth sometimes i n v o l v e s a n i n t e r n a l s t r u g g l e between dependency

n e e d s and s t r i v i n g s f o r automomy, b u t t h e i n d i v i d u a l e v e n t u a l l y f e e l s

f r e e t o f a c e h i m s e l f i f he i s i n a r e l a t i o n s h i p where h i s human

c a p a c i t y i s r e c o g n i z e d and c h e r i s h e d and where h e i s a c c e p t e d and

loved" (i<oustakas, 1959, p . 1).

Much a s t h e t e a c h e r wished t o b e t h e p e r s o n i n t h e s t u d e n t ' s

l i f e who was a c c e p t i n g and l o v i n g , it was v e r y d i f f i c u l t f o r h e r a t

times. Some of D a v i d ' s a c t i o n s t r i g g e r e d a n o p p o s i t e r e s p o n s e i n h e r

f e e l i n g s f o r him. When he f o u g h t o r abused c h i l d r e n , s h e d i s l i k e d

him. When he c h e a t e d i n a game, s h e d i s l i k e d him. When he s t o l e o r

l i e d o r d e s t r o y e d p r o p e r t y , s h e d i s l i k e d him. To h e r David o f t e n

a p p e a r e d d e l i b e r a t e l y mean and h u r t f u l . There was s o l i t t l e a b o u t

him t h a t t h e t e a c h e r c o u l d f i n d l o v a b l e . These f e e l i n g s caused a n

i n t e r m i n a b l e c o n f l i c t between how s h e f e l t and how s h e t h o u g h t s h e

should have f e l t . "Teachers, r e a l l y good t e a c h e r s , s h o u l d n o t f e e l

t h i s way." The r e s o l u t i o n of t h i s c o n f l i c t seemed paramount i n o r d e r

f o r t h e teacher t o function a l s o a s helper; not handling her f e e l i n g s

a p p r o p r i a t e l y meant t o t h i s t e a c h e r t h a t s h e was i n a d e q u a t e . The

urgency t o s o l v e t h i s c o n f l i c t was e x a c e r b a t e d by h e r r e c o l l e c t i o n

o f a w a r n i n g by C l a r k Idoustakas (1974, p. 1): "What t h e t h e r a p i s t

s a y s and d o e s i s i m p o r t a n t . How h e f e e l s i s even more i m p o r t a n t .

The f e e l i n g t o n e s b e h i n d t h e t h e r a p i s t ' s s t a t e m e n t s and a c t i o n s

 191

a r e of t h e g r e a t e s t s i g n i f i c a n c e . "

R e a l i z i n g t h e importance of developing p o s i t i v e f e e l i n g s f o r

David t h e t e a c h e r began t o t a k e some s t e p s . F i r s t s h e found, by

examining h e r f e e l i n g s about h i s h o s t i l i t y , s h e could u n d e r s t a n d

t h a t he might be s o a g g r e s s i v e because he was l o n e l y . He had n o t

l e a r n e d s o c i a l l y a c c e p t a b l e ways of a t t e n t i o n - g e t t i n g nor s o c i a l l y

a c c e p t a b l e ways of s t r i k i n g up f r i e n d s h i p s w i t h h i s p e e r s . Faith i n

him developed from h e r b e l i e f t h a t i f he were t a u g h t s o c i a l s k i l l s ,

perhaps by example, he would d e c r e a s e h i s a g g r e s s i v e n e s s . Also, t h e

i n v e s t i g a t o r r e c a l l e d one of h e r own t e a c h e r ' s a d v i s i n g t h a t i f we

had t h e p a s t e x p e r i e n c e of some of o u r most h o s t i l e c h i l d r e n , w e

o u r s e l v e s would l i k e l y b e h o s t i l e , t o o . T h i s made t h e i n v e s t i g a t o r

f e e l t h a t h e r f e e l i n g s of d i s l i k e f o r David r e s u l t e d from h e r n o t

t a k i n g time t o f u l l y u n d e r s t a n d him. I t helped h e r t o be aware of

t h e f a c t t h a t s h e t o o might have been l i k e David i f s h e had had h i s

e a r l y l i f e experiences. G r a d u a l l y , a s s h e s p e n t more time l i s t e n i n g

t o David's p e r c e p t i o n s of s i t u a t i o n s , s h e grew more and more i n h e r

a b i l i t y t o be a c c e p t i n g of h i s p e r c e p t i o n s , even though t h e y d i f f e r e d

s i g n i f i c a n t l y from h e r own. Her p e r s o n a l f e e l i n g s f o r him changed.

She began t o view him a s a "good" c h i l d who r e q u i r e d some s k i l l s i n

h i s s o c i a l behavior. T h i s r e p l a c e d h e r i n i t i a l f e e l i n g s f o r him

which were n e g a t i v e ; a "bad" boy who d e l i b e r a t e l y d i d bad t h i n g s t o

people. From t h i s r e a l i z a t i o n , t h e t e a c h e r was a b l e t o f o l l o w more

a c c u r a t e l y t h e Raths and Carkhuff i n t e r a c t i o n s u g g e s t i o n s .

 Expectations of the school personnel and parents. Another

source of stress for the teacher came from school staff and avid's

parents. They expected that the teacher treat David punitively in

order to teach him to control his behavior. So that whenever David

was aggressive outside the classroom, the teacher felt threatened.

She was often told that her "gentle way with David was not working";

that what he needed was "strict discipline". Frequently, the

investigator became involved in exchanges with these staff members

in order to defend David or her teaching method. Most of the time,

these exchanges were discouraging. David was not to be understood,

punishment was the only successful method "with a child like that".

Curricular expectations for the subject. Recalling Combs'

observation: "A deprived self is so busy filling up its wells of

inadequacy that time cannot be spared for broader, richer voyages of

exploration and discovery" (Combs, Avila, and Purkey, 1971, p. 235),

the investigator postponed many curricular obligations with David in

order that concentration on the development of his "self" could occur.

Often, in the classroom setting, the investigator held the subject in

her lap as she worked with other children or she did not interfere if

he chose to play with blocks instead of working on curricular tasks.

But very often, these decisions to set aside curriculum provoked a

certain amount of stress. For one thing, the principal regularly

entered the classroom and always noted what David was doing. If he was

not engaged in a curricular task, the investigator was expected to

 193

p r o v i d e a " l e g i t i m a t e " excuse. Sometimes t h i s was d i f f i c u l t . Also,

t h e i n v e s t i g a t o r o f t e n f e l t t h a t s h e was b e i n g u n j u s t t o avid. He

needed t o be l e a r n i n g c e r t a i n s k i l l s t h i s y e a r i n o r d e r t o cope w i t h

h i s next grade. So t h a t when a long p e r i o d l a p s e d between David's

involvement i n curriculum, t h e t e a c h e r became s t r e s s - r i d d e n . Many

times t h e c o n f l i c t was u n b e a r a b l e , s o t h e i n v e s t i g a t o r pushed t h e

s t u d e n t i n t o c u r r i c u l a r t a s k s , o r m o d i f i e d t h e t a s k s s o t h a t David

would o r a l l y complete t h e t a s k w i t h her: U n f o r t u n a t e l y , pushing

produced D a v i d ' s anger, s o t h e c l a s s would o f t e n be d i s r u p t e d f o r

s e v e r a l minutes; and, working o r a l l y w i t h David meant e x c l u s i v e t i m e

w i t h him. Both of t h e s e a t t e m p t s proved disadvantageous t o o t h e r

children. Also, b o t h a t t e m p t s were s t r e s s f u l t o t h e t e a c h e r .

Teacher "burn-out". A s r e v e a l e d i n t h e Anecdotal Records

(Teacher's F e e l i n g s ) , t h e t e a c h e r i n t h e s t u d y s u f f e r e d e x h a u s t i o n -
b o t h mental and p h y s i c a l . Mental e x h a u s t i o n was a consequence of

c o n s t a n t l y b e i n g a t t e n t i v e t o a l l t h e c h i l d r e n ' s needs i n t h e c l a s s -

room. I t was n o t only e x h a u s t i n g t o d e a l w i t h t h e s u b j e c t - although

t h i s of c o u r s e was t r u e , b u t it was a l s o extremely t a x i n g t o be

sensitive t o a l l the children's feelings. Yet, t h e r e seemed n o t t o

be a n o t h e r r e a s o n a b l e way t o work w i t h c h i l d r e n . The i n v e s t i g a t o r

r e a l i z e d t h a t i t was n o t o n l y David who r e q u i r e d t o be t r e a t e d

r e s p e c t f u l l y , genuinely and w i t h c a r i n g . I t was a way t h a t a l l h e r

s t u d e n t s deserved t o be t r e a t e d .

For example, t h e i n v e s t i g a t o r r e a l i z e d t h a t a l i t t l e g i r l i n

h e r c l a s s r e q u i r e d a g r e a t d e a l o'f a f f e c t i o n and a t t e n t i o n o r e l s e
s h e s a t i n a c o r n e r and c r i e d . I t was c l e a r t h a t when t h e i n v e s t i -

gator paid special attention t o t h i s l i t t l e g i r l , before t h i s l i t t l e

g i r l asked t o be hugged, t h e n t h e r e was no c r y i n g . I•’ t h e i n v e s t i -

g a t o r f a i l e d t o t a k e time t o be warm and a f f e c t i o n a t e many t i m e s

d u r i n g t h e day, t h i s l i t t l e g i r l c r i e d and h e r l e a r n i n g was

interrupted.

~ 1 ~ a0
n o,t h e r l i t t l e boy needed s p e c i a l a t t e n t i o n . Early i n

t h e y e a r , S t e p h e n ' s mother conferenced w i t h t h e t e a c h e r . Her f e a r

was t h a t Stephen was "slow, maybe even r e t a r d e d " . She d i d n o t want

t h i s t o b e t r u e , s o s h e asked t h e t e a c h e r t o b e very c e r t a i n t h a t

Stephen c o n c e n t r a t e d w e l l on a l l h i s t a s k s . T h i s meant one-to-one

time w i t h Stephen t o h e l p him c o n c e n t r a t e .

There were o t h e r c h i l d r e n , t o o , who had s p e c i a l needs: one

g i r l had a w e t t i n g problem which r e s u l t e d i n e x t r a problems f o r h e r

and t h e i n v e s t i g a t o r because she had no f r i e n d s , a n o t h e r boy had t o

be watched because he f a i n t e d i f he e v e r was jabbed (even s l i g h t l y )

i n t h e a r e a of t h e s o l a r p l e x i s , a n o t h e r boy was always b e i n g t e a s e d

because h e was overweight, a l i t t l e g i r l had such extreme a l l e r g i e s

t h a t s h e had t o be h e l d everytime s h e went i n t o a paroxysm of

coughing.

Without s u p p o r t from c o l l e a g u e s i n t h e s c h o o l , nor from t h e

p a r e n t s , and w i t h t h e p r i n c i p a l f u n c t i o n i n g a s a "policeman" r a t h e r '

t h a n an e d u c a t i o n a l l y s u p p o r t i v e l e a d e r , t h e i n v e s t i g a t o r o f t e n l e f t

t h e classroom t i r e d , f r u s t r a t e d , and l o n e l y i n h e r endeavors. The

absence o f a d u l t and p r o f e s s i o n a l c o n t a c t added t o t h e d r a i n on t h i s

i n v e s t i g a t o r ' s p o s i t i v e energy.
 195

A s o u r c e of p h y s i c a l e x h a u s t i o n was t h e t e a c h e r ' s p l a n n i n g

b e f o r e and a f t e r s c h o o l hours t o e n s u r e t h a t s h e covered a s many

academic and i n t e r e s t needs of t h e c h i l d r e n a s p o s s i b l e . F o r example,

t h e r e was no s u p p o r t s t a f f i n h e r s c h o o l t o do such p r e p a r a t i o n a s

l o c a t i n g books, maps, and o t h e r s p e c i a l needs f o r any group of

children's special interests.

F i n d i n a s R e l a t e d t o t h e Anecdotal Records

D e s c r i p t i o n of s t u d e n t ' s b e h a v i o r . Recording t h e s t u d e n t ' s

b e h a v i o r e a c h day provided t h e t e a c h e r w i t h t h e d a t a a b o u t t h e

s i t u a t i o n s which o c c u r r e d . She t r i e d i n t e n s e l y t o r e c o r d o n l y t h e

d a t a r e l a t i n g t o each s i t u a t i o n , t a k i n g c a r e n o t t o p r o v i d e an

e v a l u a t i v e d e s c r i p t i o n of each i n c i d e n t . As a result, t h e l a b e l s and

s t i g m a t a were removed s o t h a t t h e b e h a v i o r c o u l d be viewed i n terms

of the thoughtful analysis required f o r helping t h e student. For

example, q u e s t i o n s l i k e , "What d i d t h e b e h a v i o r i n d i c a t e i n r e l a t i o n

t o t h e s t u d e n t ' s emotional needs?" and, "Which unmet e m o t i o n a l need

was l i k e l y t o a r o u s e such behavior?", and "What s t r a t e g y i s l i k e l y t o

h e l p meet t h e unmet n e e d ( s ) ? " helped t o s e r v e t h a t a n a l y s i s .

A l s o , t h e non-evaluative d e s c r i p t i o n s of t h e s u b j e c t ' s

b e h a v i o r p r o v i d e d p o i n t s of comparison through t h e s t u d y y e a r . Had

h i s b e h a v i o r changed a s a r e s u l t of one month, e t c . of a p p l y i n g t h e

Raths and Carkhuff i n t e r a c t i v e s t r a t e g i e s ?

T e a c h e r ' s i n t e r p r e t a t i o n of s t u d e n t ' s b e h a v i o r . This

component o f t h e a n e c d o t a l r e c o r d s p r o v i d e d t h e t e a c h e r w i t h a
method t o view t h e s t u d e n t ' s b e h a v i o r i n r e l a t i o n t o t h e i d e n t i f i e d

unmet e m o t i o n a l needs. While t h e t e a c h e r became more u n d e r s t a n d i n g

of t h e s t u d e n t ' s behavior i n t h i s p r o c e s s , s h e a l s o developed an

i n s i g h t about t h e s t u d e n t a s a p e r s o n . She l e a r n e d of h i s s t r o n g

s e n s e of f a i r n e s s , h i s c o n s t r u c t of rewards and punishment, l i k e s

and d i s l i k e s , h i s f a s c i n a t i o n w i t h d e a t h , h i s l o y a l t y t o h i s f a m i l y ,

and h i s a s p i r a t i o n s f o r h i m s e l f . These i n s i g h t s provided m a t e r i a l

f o r e x p l o r i n g academic p o s s i b i l i t i e s w i t h him a s w e l l a s , p r o v i d i n g

a r e a s t o c o n s i d e r f o r working toward t h e enhancement of h i s s e l f -

concept.

The i n t e r p r e t a t i o n s r e q u i r e d a g r e a t d e a l of thought, some-

t i m e s e x t r a r e a d i n g , sometimes s p e a k i n g t o one of t h e o t h e r t e a c h e r s

i n order t o obtain a proper perspective. Although e x h a u s t i n g , t h e

payoff f o r t h e s t u d e n t and t h e t e a c h e r was immeasurable. The t e a c h e r

f e l t t h a t s h e was on t r a c k w i t h h e l p i n g him. The s t u d e n t seemed t o

be showing improvements i n h i s b e h a v i o r a s time p r o g r e s s e d .

Teacher's feelings. The r e c o r d i n g of t h e t e a c h e r ' s f e e l i n g s

allowed t h e t e a c h e r t o view h e r s e l f a s a "whole" person ( n o t j u s t

"teacher") i n t h e r e l a t i o n s h i p with t h e student. For example, i n t h e

e a r l y months, D a v i d ' s p h y s i c a l a g g r e s s i o n a g a i n s t t h e o t h e r c h i l d r e n

was repugnant t o h e r , t o t h e p o i n t of h e r beginning t o d i s l i k e David.

D i s t u r b e d by h e r i n a b i l i t y t o l i k e him, s h e sought t h e r o o t of h e r

anger whenever he f o u g h t . A f t e r some a n a l y s i s of h e r f e e l i n g s , s h e

r e a l i z e d t h a t when s h e saw David h i t a n o t h e r c h i l d , s h e f e l t s o s o r r y

f o r t h a t c h i l d t h a t s h e wanted t o h i t David s o t h a t h e , t o o ,
experienced pain. Not b e i n g a b l e t o a c c e p t i n h e r i d e a l i z e d s e l f

t h i s d e s i r e t o s t r i k e a t David ( n o t t o mention t h e l e g a l r a m i f i -

c a t i o n s ) , s h e i n s t e a d r e a c t e d w i t h anger. T h i s was one moment of

catharsis f o r her. She began t o view D a v i d ' s a g g r e s s i o n a s an

e x p r e s s i o n o f f r u s t r a t i o n i n s t e a d of an i n t e n t i o n t o h u r t . Finally,

s h e r e a l i z e d t h a t he was a l r e a d y i n p a i n ; he needed no h u r t from

anyone e l s e t o f e e l p a i n .

Also, it was d i f f i c u l t f o r h e r t o u n d e r s t a n d D a v i d ' s s t r o n g

s t r u c t u r e of rewards and punishment. A n a l y s i s of h e r f e e l i n g s i n

view of D a v i d ' s a p p a r e n t e x p e r i e n c e w i t h t h i s k i n d of system a t home

r e s u l t e d i n h e r a c c e p t a n c e of h i s f e e l i n g s . She c o u l d no l o n g e r b e

annoyed a b o u t h i s b e l i e f . I n s t e a d , s h e focused on a l t e r i n g h i s

r e s u l t i n g behavior.

The i n v e s t i g a t o r soon found t h a t a n a l y z i n g h e r f e e l i n g s

promoted more genuineness w i t h t h e s t u d e n t . She grew t o t r u l y r e s p e c t

and c a r e f o r him 9nd Was more a b l e t o uncover and r e s o l v e h e r own

hidden f e e l i n g s about h i s b e h a v i o r s and b e l i e f s .

Conclusions

1. I n t h e p r o c e s s of a p p l y i n g t h e Raths and Carkhuff methods of

i n t e r a c t i v e r e s p o n s e s t o t h e s u b j e c t , a number of p o s i t i v e

changes appeared i n t h e s u b j e c t ' s b e h a v i o r :

a) H i s a g g r e s s i v e b e h a v i o r diminished i n frequency and

intensity.

b) H e chose more p o s i t i v e approaches f o r h i s a t t e m p t s a t

friendships with h i s peers.

 198

c) He became comfortable w i t h h i s t e a c h e r ' s and c l a s s m a t e s '

a f f e c t i o n f o r him.

d) H i s w i l l i n g n e s s t o become engaged i n c u r r i c u l a r a c t i v i t i e s

increased.

e) He became more s e l f - a s s u r e d i n h i s i n t e r a c t i o n s w i t h

c h i l d r e n and s c h o o l s t a f f .

f) He showed more f r e q u e n t l y a more happy d i s p o s i t i o n .

g) He s p e n t f a r l e s s time d i s r u p t i n g group a c t i v i t i e s i n t h e

classroom.

h) He was b e i n g sought by o t h e r c h i l d r e n t o p l a y and t o work

w i t h him.

i ) The changes i n t h e s u b j e c t ' s b e h a v i o r l a s t e d through t h e

following next year.

2. The i n v e s t i g a t o r found t h a t s h e was a b l e t o employ t h e Raths and

Carkhuff i n t e r a c t i o n s w i t h i n t h e classroom s i t u a t i o n . Further-

more, t h e use of t h e s e i n t e r a c t i o n s w i t h a l l t h e c h i l d r e n appeared

t o have a p o s i t i v e e f f e c t on b o t h David and t h e classroom a s a

whole.

a) Showing h e r a f f e c t i o n and c a r i n g f o r o t h e r c h i l d r e n a t

f i r s t caused David t o g i g g l e and t e a s e . Gradually, he

seemed t o become used t o a f f e c t i o n i n t h e classroom and ,

appeared t o a c c e p t t h e t e a c h e r ' s a f f e c t i o n f o r him, a l s o .

b) Mistakes o r misbehaviors by o t h e r c h i l d r e n were t r e a t e d

w i t h u n d e r s t a n d i n g by t h e t e a c h e r . No form of punishment

was employed. David o f t e n i n s i s t e d t h a t misbehaving

 199

children be punished or be sent to the principal. Later,

he began to expect that his misbehaviors also could be

discussed.

c) The teacher prized the children's efforts on their

academic tasks. Whenever possible, they presented their

projects to the entire class. Gradually, David, too,

began to prize their contributions and slowly he began to

realize that his efforts, too, were worthy of presenting

to others.

d) Children were given the opportunity to evaluate their

performance on all tasks. Watching this process many

times, David, too, began requesting conference time. In

time, he became somewhat comfortable with recognizing his

own efforts.

e) Thinking activities (from Raths, Wassermann, Jonas, and

Rothstein, 1967) used as discussion starters gave

children the opportunity to present some of their

incidental knowledge and to use their thinking skills.

David became involved in these discussions and began to

feel comfortable with his contributions. Since there

were no right or wrong answers, there was no threat of

losing.

f) The teacher attempted to remove the singular emphasis on

writing and reading which most children seemed to believe

was the only form of learning. Children were assured

 200

that their questions and thoughts were just as important.

This seemed to have a positive effect on David's parti-

cipation in oral activities - he attributed the word

"work" to these activities and seemed to derive some

feeling of success each time he participated (at the

beginning of the year he called our oral activities a

waste of time and refused to participate).

3. The anecdotal records proved to be invaluable for ensuring that

the teaching strategies were being appropriately employed.

4. Examination of the daily records provided the teacher with a

proper perspective regarding the gradual effects of the Raths

and Carkhuff procedures on the subject's behavior.

5. The experience of using the Raths and Carkhuff interactive

responses to students broadened the investigator's view of her

tolerance and acceptance of differences in individuals.

6. Even with the use of a daily analysis process, the teacher found

that she was extremely exhausted mentally and physically with the

constant need to search out ways to meet the needs of all the

children in her classroom.

7. The investigator found that her interactions with the subject out-

side school time were invaluable in using the Raths and Carkhuff

interactions effectively.

Implications

Teacher's Attitude
The teacher found that it was necessary for her to change her
attitude about the subject. Because he did "bad" things originally

meant that he was a "bad" boy. Instead of labelling him, the

investigator needed to change her attitude and focus on assessing his

behavior in terms of understanding him and helping him.

Class Size

The teacher noticed immediately the value of interacting with

children in ways that show caring, respect and genuineness. She

found that in her class of 25 students, she was not able to give

each child the attention she would have liked and that they deserved.

Lowering the class size would allow more time for one-to-one inter-

actions with each student.

Teaching Style

The investigator chose to use the Raths and Carkhuff inter-

actions with all the children in her classroom. Perhaps, if she used

instead authoritarian interactions (where the focus is on competition,

no peer interaction, and no movement in the classroom), her use of

the Raths and Carkhuff interactions would not have been as effective

with the subject.

Paraprofessional Staffing

The investigator found that her interactions with the subject ,

outside school hours (morning, recess, lunch, after school) were

poignant, times during which the Raths and Carkhuff interactions

could be employed most effectively. Yet, she found that she was

spending an abundance of time outside the classroom on supervisory

d u t y , s e a r c h i n g f o r r e s o u r c e s f o r t o p i c s of i n t e r e s t t o t h e c l a s s .

I t may be worth c o n s i d e r i n g t h a t s c h o o l s h i r e s u p p o r t s t a f f o r

o r g a n i z e p a r e n t h e l p t o a s s i s t with o u t of classroom d u t i e s s o t h a t

t e a c h e r s have more time f o r s t u d e n t s .

Planning Time f o r Teachers

I n t h i s s t u d y , it was found t h a t t h e t e a c h e r s p e n t a g r e a t

d e a l of t i m e a s s e s s i n g h e r performance r e l a t i v e t o t h e Raths and

Carkhuff t e a c h i n g s t r a t e g i e s i n o r d e r t o be a s e f f e c t i v e a s p o s s i b l e

with t h e t r o u b l e d s t u d e n t . T h i s e x t r a time was s p e n t a t home, w e l l

a f t e r classroom hours. Perhaps, t h e s c h o o l s c h e d u l i n g s t r u c t u r e could

i n c o r p o r a t e more t e a c h e r p l a n n i n g and e v a l u a t i o n time i n which such

an examination of t e a c h i n g s t r a t e g i e s could r e g u l a r l y occur. Under

t h e u s u a l s c h o o l s c h e d u l i n g i n which t h e i n v e s t i g a t o r worked, s h e

found no t i m e f o r t h i s assessment. Many evenings, s h e needed t o f o r c e

h e r s e l f t o over-extend h e r e n e r g i e s i n o r d e r t o make such a s exami-

nation. L a t e evenings may n o t be t h e b e s t time t o do an assessment

a s important a s t h i s .

Administrators' Support of t h e Teacher

The a p p l i c a t i o n of t h e Raths and Carkhuff methods r e v e a l e d an

a t t i t u d e o f t h e t e a c h e r which was a s t a r t l i n g c o n t r a s t t o t h e

a t t i t u d e s o f o t h e r t e a c h e r s on t h e s c h o o l s t a f f r e g a r d i n g c h i l d r e n .

Sometimes t h i s caused an a l i e n a t i o n and a l o n e n e s s which i n t e r f e r e d

w i t h t h e t e a c h e r ' s well-being. I t may be h e l p f u l i f a d m i n i s t r a t o r s

were t o t a k e an a c t i v e r o l e i n encouraging t e a c h e r s t o be a c c e p t i n g
 203

of the varieties of effective ways of interacting with students - even

if these ways are not commonly familiar to the majority of the staff.

Implications for Further Study

1. It is important to research the permanency of the student's

changes. Does one year with a teacher using the Rathsand Carkhuff

theories incite changes which will continue indefinitely, regard-

less of the changes in environment?

2. The stress that the teacher experienced is a factor requiring

more study. What are all the causes of the stress? How can the

causes be avoided? In what ways can the stress be treated?

3. Without staff support, the caring teacher becomes alienated. In

what ways can administrative staff support teachers who value the

dignity of each child? In what ways can administrators assist

teachers to accept other teachers with differing attitudes about

children? about teaching philosophies?

4. There are so many varieties of environments created in classrooms

by teachers. Further research may be carried out to determine

which qualities need to be present in order to provide for

favorable learning conditions for those troubled students who so

frequently appear in our regular classrooms.

5. Since it appears that "troubled" students frequently appear in

our classrooms, it may be necessary to examine ways of more

effectively preparing teachers in training to be prepared for

those students.

6. In considering the Raths and Carkhuff theories; further study is

 204

r e q u i r e d t o determine t h e r e l a t i o n s h i p among t h e unmet emotional

needs. For example, i f one i d e n t i f i e d need i s f u l f i l l e d , w i l l

t h i s d i m i n i s h t h e e f f e c t of o t h e r i d e n t i f i e d unmet emotional

needs?

7. F u r t h e r s t u d y i s r e q u i r e d t o determine whether o r n o t a t e a c h e r

should be a h e l p e r . This may have some i m p l i c a t i o n s f o r t e a c h e r

selection.
 BIBLIOGRAPHY

A. BOOKS

Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavich. Introduction t o

Research i n Education. New York: H o l t , R i n e h a r t and Winston,
I n c . , 1972.

Axline, V i r g i n i a M. P l a y Therapy. N e w York: B a l l a n t i n e Books, 1969.

B e r l i n , I. N., and S. A. Szurek ( E d i t o r s ) . The Langley P o r t e r C h i l d

P s y c h i a t r y S e r i e s : C l i n i c a l Approaches t o problems of Childhood.
Vol. 1. P a l o Alto: Science and Behavior Books, I n c . , 1966.

Bernard, Harold W., and Wesley C. Huckins. Humanism i n t h e Classroom.

Boston: A l l y n and Bacon, I n c . , 1974.

Blackham, G a r t h J. The Deviant C h i l d i n t h e Classroom. Belmont,

Calif.: Wadsworth P u b l i s h i n g Company, I n c . , 1967.

Burns, R. B. The S e l f Concept. New York: Longman, I n c . , 1979.

Carkhuff, Robert R. Helping and Human R e l a t i o n s : A Primer f o r Lay

and P r o f e s s i o n a l Helpers. Vol. I. New York: Holt, Rinehart
and Winston, Inc., 1969.

Carkhuff, R o b e r t , and Bernard G. Berensen. Beyond Counseling and

Therapy. New York: H o l t , R i n e h a r t and Winston, I n c . , 1967.

Carkhuff, Robert R., David H. Berenson, and Richard M. P i e r c e . The

S k i l l s of Teaching: I n t e r p e r s o n a l S k i l l s . Maryland: Human
Resource Development P r e s s , I n c . , 1973.

Carkhuff, Robert R., and Richard M. P i e r c e . Teacher a s Person.

Maryland: Human Resource Development P r e s s , I n c . , 1976.

Carkhuff, Robert R., and Richard M. P i e r c e . The A r t of Helping:

T r a i n e r ' s Guide. Maryland: Human Resource Development P r e s s ,
Inc., 1977.

Combs, A r t h u r W., Donald L. A v i l a , and William W. Purkey. Helping

Relationships: Basic Concepts f o r t h e Helping P r o f e s s i o n s .
Boston: A l l y n and Bacon, I n c . , 1971.

Combs, A r t h u r W., and Donald Snygg. I n d i v i d u a l Behavior (Revised

E d i t i o n ) . N e w York: Harper and Row P u b l i s h e r s , 1959.
Covington, Martin V., and Richard G. Beery. Self-worth and School
Learning. New York: Holt, Rinehart and Winston, 1976.

Curran, Charles H. Counseling-Learning: A Whole-Person Model for

ducat ion. New York: Grune and Stratton, Inc., 1972.

D'Evelyn, Katherine. Meeting Children's Emotional Needs. Englewood

Cliffs, N.J.: Prentice-Hall, Inc., 1957.

Dreikurs, Rudolf, and Pearl Cassel. Discipline Without Tears (2nd

edition). New York: Hawthorn Books, Inc., 1972.

Feeney,Stephanie, and Doris Christensen. Who Am I in the Lives of

Children? Calumbus: Charles E. Merrill Publishing Co., 1979.

Felker, Donald W. Building Positive Self-Concepts, Minneapolis:

Burgess Publishing Company, 1974.

Fitts, William H. The Self Concept and Behavior: Overview and

Supplement. Nashville, Tennessee: The Dede Wallace Center
(Monograph VII) , 1972.

Goble, Frank G. The Third Force: the Psychology of Abraham Maslow.

Richmond Hill: Simon & Schuster of Canada, Ltd., 1970.

Good, Carter V., and Douglas E. Scates. Methods of Research:

Educational, Psychological, Sociological. New York: Appleton-
Century-Crofts, Inc., 1954.

Grace, Gerald R. Role Conflict and the Teacher, London: Routledge

and Kegan Paul, Ltd., 1972.

Jersild, Arthur T. When Teachers Face Themselves. Columbia

University: Bureau of Publications, 1955.

Jones, Russell A. Self-Fulfilling Prophecies; Social, Psychological,

and Physiological Effects of Expectancies. New York: Lawrence
Erlbaum Assoc., Publishers, 1977.

Knoblock, Peter, and Arnold P. Goldstein. The Lonely Teacher.

Boston: Allyn and Bacon, Inc., 1971.

Lowry, Richard J. (Ed.). Dominance, Self-Esteem, Self-Actualization:

GerminalPapers of A. H. Maslow. Belmont, Calif.: Wadsworth
Publishing Company, Inc., 1973.

Moustakas, Clark E. Children in Play Therapy. New York: all an tine

Books, 1974.

(Editor). The Child's Discovery of Himself. New York:

Ballantine Books, 1966.
 .Psychotherapy w i t h Children: The L i v i n g R e l a t i o n s h i p .
New York: Harper & Row, P u b l i s h e r s , 1959.

. Who W i l l L i s t e n ? C h i l d r e n and P a r e n t s i n Therapy. New

York: B a l l a n t i n e Books, 1975.

Nijawan, H. K. Anxiety i n School C h i l d r e n . New D e l h i : Virenda J.

Majmudar f o r Wiley E a s t e r n P r i v a t e Ltd., 1972.

Purkey, William W. I n v i t i n g School Success: A S e l f - C o n c e p t Approach

d -
t o Teachina and L e a r n i n s . Belmont, C a l i f . : Wadsworth P u b l i s h i n g
-

Company, Inc., 1978.

. S e l f - C o n c e p t and School Achievement. Englewood C l i f f s :

P r e n t i c e - H a l l , I n c . , 1970.

Raths, L o u i s E. Meeting t h e Needs of C h i l d r e n : C r e a t i n g T r u s t and

S e c u r i t y . Columbus: C h a r l e s E. M e r r i l l P u b l i s h i n g Co., 1972.

.Teaching f o r Learning. Columbus: C h a r l e s E. M e r r i l l

publishTng Co., 1969.

R a t h s , L o u i s E., and Anna P o r t e r B u r r e l l . u n d e r s t a n d i n g t h e Problem

C h i l d , New J e r s e y : The Economics P r e s s , I n c . , 1963.

Robert, Marc. L o n e l i n e s s i n t h e Schools (What t o do about i t ) . N i l e s ,

Ill.: Argus Communications, 1974.

Rogers, C a r l R. Freedom t o Learn. Columbus: C h a r l e s E. err ill

P u b l i s h i n g Co., 1969.

. On Becoming a Person. Boston: Houghton M i f f l i n Company,

1961.

Spaulding, R. L., "Achievement, C r e a t i v i t y and Self-Concept

C o r r e l a t e s of Teacher-Pupil T r a n s a c t i o n s i n Elementary Schools."
C. B. S t e a d l e r ( E d i t o r ) . Readings i n C h i l d Behavior and
Development (2nd E d i t i o n ) . New York: Bruce H a r c o u r t , 1964.

S t a n f o r d , Gene, and A l b e r t E. Roark. Human I n t e r a c t i o n i n Education.

Boston: Allyn and Bacon, Inc., 1974.

Truax, C h a r l e s B., and Robert R. Carkhuff. Toward E f f e c t i v e

C o u n s e l l i n g and Psychotherapy. Chicago: Aldine P u b l i s h i n g Co.,
1967.

White, Verne. Studying t h e I n d i v i d u a l P u p i l . New York: Harper and

Row P u b l i s h e r s , 1958.
 B . PERIODICALS

Aspy, David N. "The E f f e c t of Teacher-Offered C o n d i t i o n s of Empathy,

Congruence and P o s i t i v e Regard upon S t u d e n t Achievement."
F l o r i d a J o u r n a l of E d u c a t i o n a l Research. Vol. 11, No. 1. 1969.

Bardo, Pamela. "The P a i n of Teacher Burnout: A Case History."

P h i D e l t a Kappan. Vol. 61, No. 4. December, 1979.

F e r r e n , AM S. "How Teachers S u r v i v e i n t h e System." Pointer.

Vol. 24, No. 2. Winter, 1980.

Fimian, Michael J. " S t r e s s Reduction: Techniques f o r Teachers."

P o i n t e r . Vol. 24, No. 2. Winter, 1980.

Freeman, Jane. "The Joy of Teaching: Another Case History."

P h i D e l t a Kappan. Vol. 61, No. 4. December, 1979.

Morgan, Sharon A. "A Model of Empathic P r o c e s s f o r Teachers of

Emotionally Disturbed Children." American J o u r n a l of
Orthopsychiatry. Vol. 49, No. 3 . J u l y , 1979.

O'Flynn-Comisky, A l i c e I. "Coping w i t h S t r e s s : I d e a s t h a t Work."

P o i n t e r . Vol. 24, No. 2. Winter, 1980.

P a g e l , Susan, and Joseph P r i c e . " S t r a t e g i e s t o A l l e v i a t e Teacher

Stress." P o i n t e r . Vol. 24, No. 2. Winter, 1980.

Schmuck, R. "Some R e l a t i o n s h i p s of P e e r L i k i n g P a t t e r n s i n t h e
Classroom t o P u p i l A t t i t u d e s and Achievement." The School
Review. 71, 1963.

S k i n n e r , Michael G. "Combating t h e E f f e c t s of D e b i l i t a t i n g S t r e s s . "

P o i n t e r . Vol. 24, No. 2. Winter, 1980
 C. UNPUBLISHED MATERIALS

Burrell, Anna Porter. "Facilitating Learning Through ~mphasison

Meeting Children's Basic Emotional Needs: An In-Service
Training Program." Unpublished Ph. D. thesis. School of
Education, New York University, 1949.

Fleming, Robert S. "An Exploratory Study of an In-Service Education

Program on Children with Symptoms of Psychosomatic Illness."
Unpublished Ed. D. dissertation. School of Education, New York
University, 1949.

Ide, Joseph. "A Case Study of How Certain Teaching Strategies Were
Applied by a Teacher in a Regular Elementary Classroom to a
Selected Grade 7 Student with Emotional Problems." Unpublished
M.A. (Educ.) thesis, Faculty of Education, Simon Fraser
University, 1975.

Jonas, Arthur. "A Study of the Relationship of Certain Behaviors of

Children to Emotional Needs, Value, and Thinking." Unpublished
Ed. D. dissertation. School of Education, New York University,
1960.

Machnits, Ernest. "A Study of the Relationship of Certain Behaviors

of Children to Emotional Needs, Value, and Thinking.", Unpublished
Ed. D. dissertation. School of Education, New York University,
1960.

Mance, Charity M. "An Experimental Study of the Relation of Emotional

Needs to Critical Thinking." Unpublished Ed. D. dissertation.
School of Education, New York University, 1953.

Martin, Donald H. "A Study of the Relationship of Certain Behaviors

of Children to Emotional Needs, Value, and Thinking." Unpublished
Ed. D. dissertation. School of Education, New York University,
1960.

Wassermann, Selma. "A Study of the Changes in Thinking-Related

Behaviors in a Selected Group of Sixth Grade Children."
Unpublished Ed. D. dissertation. New York University, New York,
1962.
 TEACHER RATING SCALE

The Submissive T v ~ e

T h i s i s t h e c h i l d who has l i t t i e s e n s e of d i r e c t i o n f o r

himself. He h a s g r e a t d i f f i c u l t y making d e c i s i o n s and c o n t i n u a l l y

l o o k s t o o t h e r s f o r support and guidance. He i s g e n e r a l l y r e s i s t a n t

t o newness o r change, p r e f e r r i n g a c t i v i t i e s t h a t he h a s become

accustomed t o . He seems a f r a i d of making m i s t a k e s . Frequently he

is imitative. He y i e l d s t o a u t h o r i t y and group o p i n i o n w i t h l i t t l e

h e s i t a t i o n and h a r d l y e v e r argues o r p r o t e s t s . F r e q u e n t l y he is t h e

kind of c h i l d who g e t s "pushed around" b u t r a r e l y , i f e v e r , r e s i s t s .

Quite o f t e n he l e t s you know t h a t he f e e l s o t h e r s t u d e n t s know much

more and can do b e t t e r than he can. He t e n d s t o have v e r y few, and

sometimes no r e a l companions.

S t u d e n t s Who Behave T h i s Way

 TEACHER RATING SCALE

The Withdrawn Type

T h i s i s t h e c h i l d who seems t o i s o l a t e himself from o t h e r s .

He spends a g r e a t d e a l o f time by h i m s e l f . He goes t o and from

school a l o n e ; he may spend r e c e s s and lunch away from t h e o t h e r

students. T h i s t y p e of c h i l d o v e r t l y a v o i d s c o n t a c t w i t h h i s

c l a s s m a t e s and p e e r s by perhaps dawdling a long time i n t h e washroom

o r l i n g e r i n g a t h i s desk b e f o r e going o u t s i d e . (He o f t e n t a k e s a

s e a t t h a t i s o l a t e s him from h i s c l a s s m a t e s . ) He p r e f e r s t h e

a s s o c i a t i o n of a d u l t s r a t h e r t h a n h i s agemates. He engages i n

a c t i v i t i e s which i n a q u i t e n a t u r a l way d i v o r c e him from o t h e r s .

He c o n t i n u a l l y seems t o be on t h e f r i n g e of t h i n g s , s p e c t a t i n g

rather than participating,

S t u d e n t s Who Behave This Way

 TEACHER RATING SCALE

The C h i l d With Psychosomatic

Symptoms of I l l n e s s

T h i s i s t h e c h i l d who has a whole v a r i e t y of i l l n e s s e s , o r

i s s u b j e c t t o f r e q u e n t and a c u t e a t t a c k s of one t y p e of i l l n e s s . The

important i s s u e i n t h e s e i l l n e s s e s i s t h a t t h e y do n o t seem, -
by

p h y s i c i a n ' s d i a g n o s i s , t o have a p h y s i c a l cause. T h i s c h i l d may

s u f f e r from a t t a c k s of a l l e r g i e s , s k i n d i s o r d e r s , headaches, stomach

aches, r e s p i r a t o r y d i f f i c u l t i e s . What i s more, when t h e c h i l d

e x p e r i e n c e s d i f f i c u l t t e s with school work, when he e x p e r i e n c e s

a n x i e t i e s o r p r e s s u r e i n t h e classroom, h i s symptoms seem t o e i t h e r

begin, o r t o i n t e n s i f y . This c h i l d may be a b s e n t f r e q u e n t l y and/or

f r e q u e n t l y ask t o be s e n t t o t h e school nurse. T h i s i s a c h i l d whose

p h y s i c a l symptoms g i v e him a g r e a t d e a l of d i f f i c u l t y and who i s

i n t e n s e l y involved w i t h h i s aches and p a i n s .

Students
- W3o Behave T h i s Way
 TEACHER RATING SCALE

The Regressive Type

T h i s i s t h e c h i l d who r e v e r t s t o more immature, o r "babyish"

b e h a v i o r , a f t e r having a l r e a d y advanced t o more mature and inde-

pendent s t a g e s of development. T h i s may be a seven year-old, who

suddenly b e g i n s t o a c t l i k e a t h r e e y e a r - o l d , s u c k i n g h i s thumb, o r

wishing t o s i t i n t h e t e a c h e r ' s l a p , o r a s k i n g f o r h e l p with h i s

o v e r c o a t and boots. He may engage i n b a b y - t a l k , o r he may whine o r

c r y a good d e a l . Or, t h i s may b e a f o u r t e e n year-old, who r e g r e s s e s

t o t h e behavior of a n i n e year-old, wanting t o p l a y w i t h o n l y

younger c h i l d r e n , o r w i t h t o y s t h a t seem more a p p r o p r i a t e t o younger

children. Someti.mes, h i s academic performance suddenly f a l l s t o a

much lower l e v e l . I n e i t h e r c a s e , t h i s is t h e c h i l d who has c l e a r l y

advanced t o more mature l e v e l s of development and who suddenly

r e v e r t s o r r e g r e s s e s backwards t o behavior a s s o c i a t e d with a much

younger c h i l d .

S t u d e n t s Who Behave T h i s Wav

 TEACHER RATING SCALE

The ~ g g r e s s i v eType

T h i s i s t h e c h i l d whose h o s t i l e b e h a v i o r p r e s e n t s g r e a t

problems t o t h e t e a c h e r and t o t h e o t h e r s t u d e n t s . He seems always

t o be angry. He h a b i t u a l l y engages i n a c t s which a r e h u r t f u l t o

o t h e r c h i l d r e n , t o t h e teacher, o r t o school property. His

a g g r e s s i o n may t a k e a v e r b a l form, i n which he swears, o r y e l l s , o r

engages i n name c a l l i n g -- heaping v e r b a l abuse on h i s v i c t i m s . In

h i s i n t e r a c t i o n s w i t h o t h e r c h i l d r e n , he may dwell on t o p i c s of

k i l l i n g , o r h u r t i n g , o r maiming, o r v a r i o u s o t h e r c r u e l t i e s . Or,

h i s a g g r e s s i o n may t a k e a more p h y s i c a l form, i n which he o v e r t l y

engages i n pushing, h i t t i n g , punching, ~ i c k i n y-- a c t i o n s which a r e

intended t o h u r t o t h e r s . Sometimes, t h i s o v e r t h o s t i l e a c t i o n i s

d i r e c t e d towards p r o p e r t y -- defacing desks o r walls, breaking

f u r n i t u r e , d e s t r o y i n g s u p p l i e s and equipment. T h i s c h i l d seems

always t o a c t i n ways which a r e h u r t f u l t o o t h e r s and h i s h o s t i l e

behavior seems t o b r i n g him continued p u n i s h i n g and r e j e c t i n g

r e a c t i o n s Erom t h o s e w i t h whom he comes i n c o n t a c t .

-
S t u d e n-
t s Who Behave -
T h i s Way