The School As a Community of Care

 

Scenario 1: Anthony

Six-year-old Anthony is the youngest of six children all living in a one-bedroom apartment. His mother works two full-time jobs and is often gone 13 or more hours a day. His father left when he was one. On the few occasions he gets to see his father, he is either drunk or high on whatever drugs he can purchase on the streets. Anthony is often left on his own and rarely has any type of meal in the evenings.

 

He has been caught on several occasions taking food from his classmates’ lunches in the coatroom, running into the restroom, and eating the food so quickly and violently that he often chokes himself. He also has taken food off other students’ plates in the lunchroom. His clothes are usually filthy, and he has an overpowering odor that prevents his classmates from wanting to sit near him.

 

In the classroom, Anthony often sits in a circle with the other children around his first-grade teacher, trying to read a page from a children’s book. Within seconds, he has lost interest and begins bothering other students by stretching out and hitting and kicking them.

 

Scenario 2: Denise

Denise, an eighth-grade student aged 14, was diagnosed with a learning disability in the area of reading when she was in the second grade. She has struggled in school academically and socially. As a young child, she was molested by a friend of her father over the course of two years. Her parents divorced after she told them about this. Denise has been having romantic thoughts about other girls and recently told her parents that she is a lesbian. Her father was accepting of the news, but her mother has rejected Denise based on her religious faith. Denise’s mother is pushing Denise to attend church to “fix” her thoughts and feelings. Denise has begun to do self-harm through cutting. She has attempted suicide twice.

 

While at school, Denise tends to withdraw and refuses to participate in class. She currently is not passing any of her classes and is in danger of retention. Denise struggles with relationships with other students and staff at school. She has tried to seek out relationships with other female students only to be rejected. She misinterprets any compassion or concern from female adults, leading Denise to believe she has romantic feelings for the adult.

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A. Identify your chosen scenario, and describe two issues the student in that scenario is encountering.

 

B. Discuss how you would appropriately respond to the issues identified in part A by doing the following:

1. Describe how, as a teacher, you could respond to and address the issues in a sensitive, culturally responsive way.

2. Explain one relevant legal obligation and one relevant privacy concern that must be considered as you respond to the identified issues.

3. Describe relevant strategies for collaborating with the student’s caregivers to address the identified issues.

a. Justify your chosen strategies and why they would be effective.

4. Identify additional stakeholders, and explain why they should be involved in addressing the identified issues.

 

Sample Solution

Schools serve a vital role in our communities. The core of that role is providing a foundation upon which we nurture our children. Schools that operate as communities of care develop a sense of safety, a sense of belonging, a sense of joy, and a sense of hope in all of their students. They provide the foundation for students to truly thrive. By placing an emphasis on progress, meeting students at their level and valuing improvement over achievement students will learn to derive self-worth from effort rather than ability (Papova, 2018). This practice will be extended towards teaching students` social growth, fostering relationships among peers that are based on valuing each individual`s unique feelings and interests and not around their compatibility and commonalities.

There are other contingency theories that provide a more continuum based approach such as Redding’s theory of leadership and management, however Fielder’s description of how situational factors affect the leadership style required for the situation is extremely useful in understanding the fundamentals of leadership (Pettinger, 2007). Chelladurai in his Multi Dimensional Model of Leadership, expands on much of Fiedler’s theory but in a continuum based approach, in which the leader can adapt their leadership style to fit the situation (Chelladurai and Madella, 2006). Chelladurai’s theory is taken from sports psychology but can be applied to an organisational scenario. It provides a much more empirical categorisation of task structure, clearly differentiating a plethora of situations that require certain leadership styles for success. Chealldurai found three characteristics that affect the leadership style required for a situation, called antecedents, they mainly expand upon Fiedler’s situational factors and leader – member relations and ultimately affect how a leader should behave towards a situation. The first are situational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour of the situation the consequence is maximum group performance and satisfaction. However, if the group are not performing and achieving goals or are not satisfied or both, then the leader is able to amend their actual behaviour to improve this. Leaders able to monitor performance and satisfaction, and understand what is required to amend the situation will achieve optimum group performance in Chelladurai’s model.
The one limitation of Chealldurai’s model is that it assumes the leader is in a position of complete positional power over the group, and can implement any leadership style of their choosing without constraints. Positional power is the authority and influence a leader has over a group, if the leader has positional power, they will be able to implement the leadership style they best see fit for the situation. Positional power cannot be measured or quantified, making it highly ambiguous and hard for a leader to understand whether they have it or how then can gain it. It becomes the responsibility of the organisation to have policies in place to prov

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