Assignment 6 Critical Incident Report Week 3

Critical incident date: 2nd December 2015

Description
During a writing lesson, a student with diagnosed autism and behavioural issues
was inappropriately acting in class, taking photos and looking through his picture
gallery on his computer instead of completing his work. I reminded him several
times that his actions would result in the removal of his computer, and after a
number of warnings, I told him that I was taking his computer. He refused, and
got extremely agitated. I came close to taking the computer out of his hands, but
was able to offer two options: either he surrender the computer and after writing
a paper draft, he would be allowed the computer back, OR, he could use it now
without my permission and I would confiscate the computer for the rest of the
week.

Interpretation
This event was critical to me as I was able to reflect on and alter my behaviour in
the moment to facilitate a positive outcome. I was extremely frustrated by the
students actions, as we have had altercations due to computer related issues in
the classroom prior to this occurrence. I had, however, observed the teacher and
aides in the classroom use a similar strategy with the child, where offering
limited, specific choices had proved successful. It was likely that I had
exacerbated the situation prior to the crux of the incident due to my own
agitation and uncomfortableness with what was unfolded. I was therefore proud
that I was able to think clearly enough to step back, reflect, and utilise this
strategy, with the effect of calming both the child and the situation. I also focused
on moderating my voice and tone to foster a more sedate and calm atmosphere.
Marsh (2008) comments on the need for teachers to have skills in adaption and
creative thinking to be an effectively educator. It follows that being capable of
using these strategies under pressure is also important for strong teachers.

Outcome
This incidence has allowed me to see that I am able to reflect on and adjust my
actions in the midst of an incredibly infuriating situation. I came very close to
physically removing the computer from him, which would have been a very
wrong decision. Instead of doing so, my choice to use a verbal strategy that I had
seen be successfully modelled by my supervising teacher was a far more logical
and measured response. A future goal for myself will be not to allow these types
of events to escalate quite as far as they did, both through keeping my own
frustration in check and using appropriate strategies suited to individuals so as to
reason calmly with students.

References
Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues (4th ed.).
Frenchs Forest, NSW:
Pearson Education Australia.