In Class Scenarios

Scenario #1
Electronic Communications with Students
Ms. K is a veteran teacher who is very popular with her students. She
frequently offers students extra help after school, so it’s not uncommon to see
students visiting her classroom after school. She has tutored one of her
students, “Melissa,” in a variety of subjects over a two year period. During that
time, Ms. K has emailed and texted “Melissa’s” cell phone using her personal
email address. At first, the exchanges were very general; sometimes unrelated
to school work (e.g., asking Melissa about a sick family member, or how she
was getting along with friends). Recently, the student began to text her teacher
about more personal feelings.
1. What possible issues/concerns might this scenario raise?
2. How could this situation become a violation of the law, the “Code” or other
school/ district policies?
3. In this situation, what are some potential negative consequences for the teacher,
for students and the school community?
4. What responses/actions will result in a more positive outcome and/or what
proactive measures might be considered?

Although Ms. K has made an attempt to make a personal connection with her student,
Melissa, she is using her personal email and sending text messages that are non-school
related that may be viewed as too personal and could lead to serious issues. Ms. K’s
conversations may be considered inappropriate. A teacher-student relationship can begin
very innocently but then progressively become more personal in ways that are
inappropriate. It is obvious that Melissa feels comfortable enough with Ms. K to engage in
more personal issues and it is a challenge for teachers to find an appropriate balance.
Teachers should be approachable but they are professionals and should maintain a
professional distance. The way Ms. K responds to the more personal issues can put her at
risk of crossing the bounds of an appropriate relationship with a student.
Ms. K is in a vulnerable position. If Ms. K continues to communicate with the student in
this way, Melissa’s family may accuse her of behaving inappropriately.
Texts and emails are not private. They can be seen by others, forwarded and/or copied and
printed. Out of context, they may appear to be inappropriate and lead to a violation of the
Code of Professional Responsibility for Educators. Depending on how personal they are, a
teacher may also be subject to investigation and possibly lose her certification.

It is the teacher’s professional responsibility to create an emotionally and
physically safe and healthy learning environment. The personal nature of the
email/texting conversations may produce an emotionally unsafe environment.
Melissa, may begin to feel uncomfortable being in Ms. K’s class after revealing
information that is too personal.
Ms. K has an obligation to report anything that may put a student at risk. If
Melissa reveals personal information that may put her in danger, Ms. K. has an
obligation to report it to the appropriate authorities.
The community has an expectation that a teacher will behave in a professional
manner. Ms. K’s behavior may be viewed as unprofessional and leave her open to
possible claims of misconduct with a student.
Many districts are developing policies regarding electronic communication with
students. District policies around electronic communication must be shared with
all staff. Ms. K may be in violation of her district’s policy.

3. In this situation, what are some potential negative consequences for the
teacher, for students and the school community?
Although the communication with Melissa may be well intended,
how the messages may be translated by others who may be privy
to them (friends, parents, siblings etc.) can greatly vary.
Depending on the nature of the personal information shared by
both Melissa and Ms. K, even perception of an inappropriate
relationship can impact Ms. K’s reputation and continued
employment if complaints are filed against her.

Texts and emails are not private. Ms. K should stop emailing and texting Melissa any kind of personal
messages. However, she should make every attempt to maintain a relationship with the student and
enlist assistance from colleagues to provide guidance.
Ms. K is obligated to report anything shared by Melissa to district administrators if there is fear of harm.
Teachers and other school personnel are considered “mandated reporters.” A mandated reporter who
has “reasonable cause to suspect or believe” that a child is being abused, neglected or placed in
imminent risk of serious harm must follow DCF reporting procedures.
Ms. K may need to examine her own intentions. Is she attempting to fulfill a personal need or void in
her own life? The teacher must recognize the boundaries in the professional teacher/student
relationship.
Use the school based email to send messages to students and their families rather than personal emails
or text messages.
Issues pertaining to personal matters should not be discussed through text messaging. Face to face
conversations, in school, with an open door, are most appropriate while still maintaining a level of
student confidentiality.
Consult another teacher/administrator and invite them to join the conversation with the student, if
agreeable.

Context for communication with students through personal email
and texting:
Across the country, school officials are grappling with the growth of
social media and the implications for their schools. Technological
communication between students and teachers outside of school is
often at the heart of the problem. More and more, school officials
are making ethical and policy decisions balancing the ease of
communication with student safety and decorum. Scores of
teachers have e-mailed or texted their way into the headlines,
crossing the bounds of appropriate relationships with students by
engaging in inappropriate emailing and/or texting. Often, the
problem with this form of communication is that it can obscure the
boundaries between teacher and student. It is important for
educators to understand the benefits as well as the dangers of
using electronic communication with students.

Scenario #2
Transporting Students
Ms. Z is a veteran teacher and a popular coach for several sports.
She is well known for her concern for the welfare of her students.
Since the high school has limited resources to accommodate
practices and games for some of its teams, students are responsible
for their own transportation to other sports venues. Consequently,
it is not uncommon for Ms. Z to provide personal transportation for
one or more students to athletic events and back home after
events.

Although Ms. K has made an attempt to make a personal connection with her student,
Melissa, she is using her personal email and sending text messages that are non-school
related that may be viewed as too personal and could lead to serious issues. Ms. K’s
conversations may be considered inappropriate. A teacher-student relationship can begin
very innocently but then progressively become more personal in ways that are
inappropriate. It is obvious that Melissa feels comfortable enough with Ms. K to engage in
more personal issues and it is a challenge for teachers to find an appropriate balance.
Teachers should be approachable but they are professionals and should maintain a
professional distance. The way Ms. K responds to the more personal issues can put her at
risk of crossing the bounds of an appropriate relationship with a student.
Ms. K is in a vulnerable position. If Ms. K continues to communicate with the student in
this way, Melissa’s family may accuse her of behaving inappropriately.
Texts and emails are not private. They can be seen by others, forwarded and/or copied
and printed. Out of context, they may appear to be inappropriate and lead to a violation
of the Code of Professional Responsibility for Educators. Depending on how personal they
are, a teacher may also be subject to investigation and possibly lose her certification.

In the event of a false claim by the student and/or public perception about
misconduct, the coach’s professional reputation could be at stake.
An accident could result in injuries to the passengers in the vehicle creating
physical and/or emotional trauma for all involved. If the coach did not follow
district policies, the coach may be personally liable for insurance claims. Claims
against the district may also be filed.
Students may feel obligated to ride in the coach’s/teacher’s vehicle despite a level
of discomfort, feeling that agreement is necessary for continued participation in
the sport.
Beyond harm to the driver and passengers in a vehicle, violating district policies in
the unfortunate event of an accident could result in suspension of a driver’s
license, loss of employment and/or legal claims.

District policies surrounding transportation of students should be
clearly communicated to staff. All staff should be aware of the policy
prior to transporting students in a teacher’s/coach’s vehicle.
Should there be circumstances where student travel in a teacher’s
/coach’s vehicle is acceptable, all permissions/protocols should be
closely adhered to for the protection of both students and staff.
Having two teachers accompany students in a personal vehicle would
be good practice.
Informed consent from parents should be included in any policy
where transporting students in a personal vehicle is acceptable.

Context for transporting students:
Most district policies prohibit the use of personal vehicles
to transport students. Transportation of students is
limited to board authorized events and teachers are
expected to act in accordance with school board policy. In
school districts where transportation of students may be
allowed under clearly defined circumstances, such
transportation must usually be approved in advance and
in writing with proof of licensure and necessary insurance
provided by the driver.

Scenario #3
Contact With Students
Mr. J is very popular with the students. He often converses and jokes with
the students in the halls between classes. It is common for him to greet
female students and staff with a hug and male students and staff with a pat
on the back. One student has complained to the administration that Mr. J’s
hugs or physical contact makes him uncomfortable. Mr. J has been advised
by the principal to stop all physical contact with students and staff. He
agrees to try, but he can’t promise anything because that is the way he is
and he isn’t doing anything wrong.

As an outgrowth of Mr. J’s popularity and ease of conversation with
students, Mr. J. has used physical touching to convey his friendship
towards his students and to make them feel at ease with him. However,
this kind of touching can be construed as inappropriate by some students
who may feel that their personal space has been invaded or even worse,
that the touching is sexual in nature.
Although all teachers want to maintain positive rapport with students,
teachers are not friends; they are professionals and should maintain
professional interactions.
In cases of obvious sexual or physical abuse, educators can lose their jobs
and licenses if proven true. However, in some cases, the abuse could be
misrepresented and it is the accusation of one student that may put a
teacher in a position of needing to defend him or herself regarding the
accusation. This is the delicate balance of a very serious issue.

The Code indicates that the professional educator must “create an emotionally and
physically safe and healthy learning environment for all students.” If students are
uncomfortable with being touched, they do not feel safe and this will impact their
learning environment.
The community has an expectation that a teacher will behave in a professional
manner. The Code specifically reminds educators that their actions reflect directly
upon the status and substance of the profession. Mr. J’s behavior may be viewed as
unprofessional if he leaving him vulnerable to possible claims of misconduct with a
student.
The Code specifically states that the professional educator shall not “sexually or
physically harass or abuse students.” Although the physical touching of students
may not be intended as a sexual gesture, it may be perceived as such by the
student.

The consequences may vary depending upon whom and how many
have expressed concern and the nature of their concern. In the most
severe cases, a teacher could lose her/his job and/or teaching
license or face criminal charges.
Some districts have or are developing policies regarding physical
contact between teachers and students and between students. Mr. J
may be in violation of his district’s policy.
Although unintended, Mr. J may jeopardize his professional and
personal reputation with students, families and colleagues.

A conversation with the principal should advise Mr. J to stop all
physical contact with students and staff. The conversation and request
should be documented in writing. The principal needs to continue
monitoring Mr. J’s interactions and report Mr. J’s actions to district
administrators should his behavior continue.
In this kind of case, the students’ perception of the nature of the
touching must be taken seriously. However, it must also be balanced
by the observations of others and the response of the teacher in
question. Students must feel that they have been listened to and that
efforts will be made to secure their environment.
Generate alternative ways for Mr. J to demonstrate support and
acceptance toward his students while respecting their personal space
and avoiding physical contact.

Context for Contact with Students:
Recognizing the unique and privileged
relationships that exist between teachers and the
students entrusted to their care, teachers must
develop and maintain these relationships in a way
that is professional, respectful and appropriate.
Appropriateness can look different in pre-school
contexts as opposed to middle and high school
contexts. Teachers need to exercise “common
sense” with any physical contact or touching to
eliminate possible misunderstandings.

Scenario #4
Use of Social Networks
Mr. Y is a new teacher in his first 90 days of employment in his
district. He has made friends with many staff members and invited
them to visit his social network page. On his website, Mr. Y has listed
quite a bit of personal information. One of his colleagues visited the
site and became very concerned because the site included a
statement that Mr. Y was attracted to young girls, stating “the
younger the better.” The colleague notified the principal of this
information.

As the use of social networking has become embedded in everyday
life, the line between personal and professional has become
blurred. Not only has Mr. Y shared a good deal about his personal
life with colleagues, he has expressed an inappropriate interest in
young girls. This is highly alarming considering that as a teacher he
has daily contact with young girls.
Mr. Y can be perceived as a possible risk to students.
Personal rights vs. role of a public figure may be raised. Teachers are
held to a higher standard of conduct than an average citizen. Online
“posts” and communications can reach beyond an intended
audience and impact the level of confidence held by students and
community.

The Code states that the professional educator shall “conduct
himself or herself as a professional realizing that his or her actions
reflect directly upon the status and substance of the profession.” Mr.
Y’s posted information on the web has clearly overstepped the
boundaries of professionalism in making his personal and social life
open to not only his colleagues, and possibly his students.
The Code specifically states that the professional educator shall not
“sexually or physically harass or abuse students.” Although there may
be no current evidence that this has occurred, Mr. Y’s comment
about being sexually attracted to young girls, “the younger the
better,” is a serious concern that needs to be addressed immediately.
Inappropriate conduct that would put students at risk is implied.

Mr. Y has put himself in a vulnerable position that could result
in loss of his job and teacher certification. Expressing his
interest in young girls, using a public forum, has exposed a
potential threat to young female students that will be taken
seriously by the school community.
Colleagues, students and families who are aware of the posted
comment or have viewed it themselves may seek suspension of
Mr. Y due to inappropriate conduct.
Mr. Y’s reputation in the school community may be
permanently tainted, having far reaching impact on future
employment.

Engage teachers in the development of a district policy
regarding the use of social networking sites if one does not
already exist.
Create professional development activities to explore the risks
and the benefits of social networking sites for personal and
professional use.
Provide an orientation for all teachers to inform them about
the Code of Professional Responsibility for Educators.
Specifically outline the process for reporting inappropriate
behavior or abuse of a student by any adult.

Context for use of social networks:
The prevalence of the use of social media has greatly impacted the
educational community – including teachers, administrators,
students and their families. A new generation is growing up with
social networks as an integral part of life. Personal information that
was once considered private is increasingly being shared online. The
public sharing of information obscures the normal boundaries
between teacher and student and teacher and colleagues. Young
teachers are especially vulnerable to the consequences of putting out
personal information and pictures that may implicate them morally
and professionally. In the same way that email and texting
communications between educators and students may result in the
crossing of the bounds of appropriate relationships, educators must
also understand the dangers of social network sites in contributing to
this as well.

Scenario #5
DUI Conviction
Ms. B is an educator with 20 years of service in the Connecticut public schools
with seven years of service within her current district. Recently, Ms. B, along with
several other colleagues from her school, attended a wedding reception for
another staff member. During the evening, she consumed several alcoholic
beverages and, on her way home, was arrested and charged with driving under
the influence (DUI). On two prior occasions within the past three years, Ms. B had
been convicted of DUI offenses. This most recent event was reported by the local
news.

Ms. B’s current arrest combined with two prior convictions,
demonstrates a pattern of inappropriate conduct. She may face
serious criminal consequences and loss of employment.
Relationships with students and families may be compromised.
Colleagues, students and families may develop a lack of trust in the
teacher who they perceived to be a role model. Judgment may be
questioned regarding personal and professional decision making.
If other issues have occurred with the DUI (other vehicles involved,
injuries or moving violations) then, it might impact district decision
making regarding future employment.
Ms. B may have problem with alcohol which may impact her ability to
be an effective teacher.

The teacher’s behavior could negatively reflect upon the
“status and substance of the profession” as stated in the
Code of Professional Responsibility and commonly stated in
most district policies.
In the realm of misconduct as outlined in the CCT, the
teacher may be found to be “impaired in his or her ability
to serve effectively in the profession.”
Should the teacher be convicted “in a court of law involving
moral turpitude or of any crime of such nature that violates
public trust” further employment in her current or any
other public school district may be in jeopardy.

Legal issues leading to incarceration.
Legal issues that could lead to frequent absenteeism due to
attendance at court proceedings and/or rehabilitation creating
consistent instructional interruptions.
District consequences including possible suspension or loss of
employment.
Possible revocation of teaching certificate.
Reduced confidence in Ms. B’s ability to teach effectively by
colleagues, students and school community.

Ms. B’s two previous DUI offenses may have triggered the
district to offer an Employee Assistance Program (EAP) at
an earlier date. Ideally, if Ms. B received the support and
treatment necessary prior to this incident, this third arrest
may have been avoided.
Additional counseling treatment and evaluation may be
recommended, if Ms. B has been suspended, with
conditions attached prior to her return to work.

Context for Convictions:
School districts must require that each applicant for employment
state whether he or she has ever been convicted of a crime and
whether criminal charges are pending at the time of application. The
statute also specifies that an employer may not discriminate against
any applicant or employee on the basis of arrest/conviction records
that have been erased. In this scenario, it does not appear that any
records have been erased, although the teacher has been employed
for the past seven year. Statutes also outline several reasons for
contract termination. For example, moral misconduct (10-151 (d) (3)
may be cited after documentation. District policies and procedures
will need to be reviewed regarding the pattern of behavior that has
emerged.

Scenario #6
Teacher Documentation
Mr. S was given the opportunity to coach the boys’ track team, provided he
receives a coaching permit prior to the first day of the season. A former track star
himself, Mr. S assumed that he was fully qualified but failed to apply for the permit
in a timely manner. Two weeks prior to the start of the season, after being
questioned by the school’s athletic director, Mr. S submitted his application for a
coaching permit. During the application process he noticed that his CPR card had
expired, so he immediately registered for the next available workshop. However, in
order to “expedite” the application process, he changed the dates on his old card
to make it appear valid, figuring that he would eventually meet this requirement.

Mr. S misrepresented his qualifications when he
changed the expiration date on his CPR card to
indicate that his card was valid in an attempt to
obtain a coaching permit.
Mr. S attempted to obtain a permit using a false
credential and if detected, this could result in the
denial of his application for a coaching permit.

It is a violation of the “Code” to obtain a certificate, authorization or
permit issued by the State Board of Education using false
credentials.
It is the expectation of the community that an educator or coach
will conduct himself or herself in a professional manner and use the
highest level of professional judgment. Falsifying information to
obtain a coaching permit breaches the public’s trust and displays a
lack of professional judgment.
An educator or coach has an obligation to create a physically safe
and healthy environment for students. Employment as a coach
without CPR certification creates an unsafe environment for
students.

Submission of an application for a certificate, authorization or
coaching permit, requires that an applicant sign an attestation
confirming that the information contained in the application and
accompanying documentation does not contain any
misrepresentations, falsifications or omissions. Misrepresentation of
information may result in the denial or revocation of a certificate,
permit or authorization and possibly result in criminal charges.
If Mr. S obtained a coaching permit under false pretenses and
without the required medical certification and a student he was
coaching had a serious injury, Mr. S. and the school district may
assume legal liability for the accident.

Mr. S could have contacted the school district to inform them of
the oversight and they may have worked with him to resolve
the problem.
If needed, Mr. S could have withdrawn his application for a
coaching position rather than falsify a document to obtain a
permit.
Mr. S should have researched the requirements for a coaching
permit to ensure he was eligible for the permit and submitted
his application in a timely manner.
Mr. S should have obtained a coaching permit prior to applying
for coaching position.

Context for forging a document in an attempt to
obtain a coaching permit:
The public trusts that coaches have the
qualifications, knowledge, skills and judgment to
instruct students participating in team sports.
Coaches have the responsibility of conducting
themselves in a manner that is worthy of this trust
and consistent with the profession’s expectation.
Falsifying information in an attempt to obtain a
coaching permit violates this trust.

Scenario #7
Teacher Public Behavior
Mr. R, a single male teacher, plays baseball on a local sports team. One
Saturday evening, he was with team-mates socializing and having a few
drinks at a post-game barbecue at a local park. Later in the evening, several
male and female students from his 12th grade science class arrived at the
barbecue by car. They had all been drinking and continued to drink at the
barbecue. As the evening progressed, a very friendly rapport developed
between the teacher and the students.

Should Mr. R be drinking in a public venue or in the district where he
is employed?
Are there adults directly responsible for the students also attending
the barbeque?
Did Mr. R or his teammates provide any alcoholic beverages to the
students?
The boundaries between teacher and student may be blurred in a
social, adult situation outside of the school day and/or calendar.
Mr. R may be placing himself in a position where
students/parents/community might misinterpret, even well
intended, actions. The potential for charges of inappropriate conduct
are significantly increased.

Is there a town ordinance prohibiting drinking in public parks that
the teacher may be violating? The teacher must be “cognizant of the
influence of educators upon the community at large, obey local,
state and national laws” (Code of Professional Responsibility for
Educators).
The students are under the legal age to be drinking alcoholic
beverages. The teacher, as well as any other responsible adult,
should attempt to prevent the students from driving and contact law
enforcement to report illegal behavior.
The teacher and the students may be subject to arrest for illegal
consumption of alcoholic beverages in a local park.

The teacher’s rapport with the students could imply approval of behavior,
sending a mixed message.
The teacher’s behavior at the barbeque could be embellished and/or
exaggerated through photos, videos, text messages etc. creating a negative
image of the teacher in the wider community. The teacher’s reputation may
be permanently scarred.
Should the students’ drive away from the barbeque intoxicated and get into
a car accident, the teacher could be held responsible for injuries or loss of
life for failing to report. The teacher is putting students at risk of harm.
Under the worst of circumstances, the teacher could be arrested, lose his
job, his driver’s license and his teaching certificate for violating the law, the
Code of Professional Responsibility for Educators and the public’s trust.

Although Mr. R may not have invited the students to the barbeque, it
is his responsibility to put an end to the situation and ensure that the
students arrive home safely.
The teacher should avoid drinking in public places to avoid the
possibility of violating the law and meeting up with students and/or
their families. In the given situation, the teacher should have left the
park immediately and called law enforcement to report the underage
drinking by the students observed.
The teacher could report the incident to district administrators.
Follow-up phone calls to parents/ families and possible face to face
meetings could be organized according to district policies.

Context for teacher public behavior:
Teachers are at the center of the educational
process and uniquely in a position of trust and
influence. Although there is much debate across the
country about whether or not a teacher’s behavior
in a public place, away from school property or
school activities, should be considered under the
Code of Professional Responsibility, teachers can
find themselves in a situation where public
perception and opinion can lead to a disruption in
the educational process.

Scenario #8
Student Confidentiality
Ms. D, a third year 7th grade math teacher, complains to her next
door neighbor about a difficult student in her class, identifying the
child by name and providing specific details about the student’s
academic record. Ms. D says that the neighbor doesn’t know the
student personally, so there should be no problem discussing the
student and the situation.

Ms. D is not exercising professional judgment by
discussing a student outside of school with someone who
is not directly related to the student’s educational
program.
Ms. D may be revealing confidential information, which in
itself, may violate public trust and privacy laws. Also, Ms.
D may not recognize that the person she is sharing the
information with may have a relationship with the child
which may now be compromised.

The Family Educational Rights and Privacy Act (FERPA), also known as the
Buckley Amendment, requires that any personally identifiable information
contained in educational records be kept confidential, unless consent for
disclosure is given by a parent/guardian. School districts are obligated to
maintain the confidentiality of personally identifiable student information.
Ms. D may be in violation of this law.
The “Code” supports FERPA by stating that the professional educator must
“maintain the confidentiality of information concerning students obtained
in the proper course of the educational process, and dispense such
information only when prescribed or directed by federal or state law or
professional practice.” School and district policies are written to comply
with the law and the “Code” and would have policies in place to comply
with federal and state statutes.

In addition to legal violations, Ms. D may be sharing information about a
student that will now be distributed to the wider community. The student’s
privacy will be violated and the student could be subject to unwanted concern,
curiosity or ridicule.
The student’s learning environment could be compromised due to continued
harassment by classmates. The student may no longer feel emotionally or
physically safe which may affect attendance and academic progress.
Colleagues, students and families may develop a lack of trust in Ms. D leading
to a break in collaborative efforts. Colleagues may be less interested in working
together, students may become increasingly mistrustful and families may lose
confidence in Ms. D’s capabilities to be an effective teacher.
Continued complaints about Ms. D to administration regarding breaches in
student confidentiality could lead to written reprimands and possible dismissal
proceedings.

Sharing the FERPA law, reviewing the Code of Professional
Responsibility and supporting district policies and procedures at the
start of every school year would serve as a reminder for all staff to
refrain from discussing students outside of the educational
community directly involved with educational programming.
Using personally identifiable information, whether in writing or
conversation should be avoided unless specific to the student’s
educational program.

Context for student confidentiality:
Federal law requires educational agencies to guarantee
each student basic privacy rights. To maintain these
rights, schools are required to have guidelines for
collecting, maintaining, disseminating, and verifying the
accuracy of information that they collect. As a general
rule, discussions about pupils should concern only their
educational goals and appropriate instructional
strategies and those conversations should be exclusive to
the school personnel directly related to the student’s
educational program.

Scenario #9
Teacher Using Position for Personal Gain
Ms. W, a fourth-grade music teacher, emails parents using
the school’s email, notifying them that she is available on
weekends and after school to teach violin to students at a
reasonable hourly rate. Several of her violin students have
been struggling with their lessons. Ms. W feels that the
extra time out of school will benefit the students.

While Ms. W may have her students’ interests in mind, she
is using the Internet access provided on a school computer
to solicit business from which she will profit financially.
She is using email addresses that parents have provided to
the school for school related communication, not for
private solicitation.
Ms. W may also be setting herself up for a possible conflict
of interest situation by receiving money for assisting
struggling students for whom she will need to provide a
course grade.

Ms. W would be violating the part of the “Code”
that states that the professional educator shall not
abuse his or her position as a professional with
students for private advantage.
Many districts have, or are developing, acceptable
use policies for use of computers, networks and the
Internet. Ms. W may be in violation of her district’s
acceptable use policy.

The consequences may vary depending on the district’s acceptable use policy.
Examples of possible ways to address the situation could include: discussion with
administrator to enhance Ms. W’s awareness of the district’s acceptable use policy,
and/or providing Ms. W the opportunity to participate in training about acceptable
use of school computers, networks and the Internet.
If Ms. W continued the practice of contacting parents through the school’s email
to elicit private tutoring or otherwise using her position as a teacher for personal
gain, consequences could include: a written reprimand in her personnel file,
suspension or termination of access to the Internet at school, or disciplinary
actions according to school or district policy.
Encourage staff to ask a colleague to proofread communications that go out to
parents. This could be for the purposes of ensuring clearly communicated
messages, avoiding spelling and grammatical errors, as well as sending appropriate
messages to parents.

Engage teachers in a discussion about district policies regarding emails sent to school
district employees, parents/guardians and students.
Engage teachers in a discussion about appropriate and inappropriate use of sending emails
to current, former and future students.
Discuss proper procedures to follow in the event you are the recipient of an inappropriate
email.
Discuss district policies for using other technological and/or electronic devices, including,
but not limited to: Cell phones and Smart phones, iPhones, iPods and iPads, Kindles or
Nooks, etc.
Discuss possible implications for use of technology at home (or outside of school), for
example, content shared on social networking sites, viewing inappropriate and/or illegal
websites, content of electronic messages/blogs that originate with you.
This situation could have been avoided by providing an annual training/professional
development for all staff regarding the district’s acceptable use policy.

Context for teacher using school position for personal gain:
There are many things that we use in both our personal and our
professional lives. For educators, these could include teaching
supplies e.g. paper, calculators, manipulatives or models as well as
technological resources e.g. computers, DVD players, Internet,
email, course-related equipment, video production equipment,
kitchen appliances, microscopes, lab or shop equipment and even
time during the school day. Educators need to be conscious about
using resources available to them as an educator for the purposes
of teaching and learning and not using resources provided by their
school or district for personal use or personal gain.

Scenario #10
Emotional Bullying
Ms. H teaches ninth grade English. She gives the class directions for a writing
assignment that is to be completed by the end of the period. Josh isn’t paying
attention and missed the directions. He frequently bothers his classmates by
humming, tapping his pen, reminding them of the rules or speaking out of turn. He
asks for the directions to be repeated. The other students in the class begin to
make fun of Josh and ridicule him for not paying attention once again. Ms. H,
feeling frustrated because she is asked to repeat the instructions once again,
continues passing out materials and ignores Josh and the other students.
5. What are some classroom management strategies a teacher could employ to
address a situation such as this?

Ms. H has the responsibility to maintain a classroom culture and
climate that is respectful and tolerant of all people.
Ms. H’s allowance of the ridicule may imply approval.
Behavioral expectations may not be clearly communicated.
Ms. H’s own frustration may be causing her to ignore the needs of
her students.
Ms. H may be neglecting accommodations for Josh.
If Josh is repeatedly being “made fun of” during this class period,
Ms. H may be contributing to an environment of bullying.

Legislation speaks specifically to “the repeated use by one or more students
of a written, oral or electronic communication, such as cyberbullying,
directed at or referring to another student attending school in the same
school district.” If Ms. H consistently allows other students to be
disrespectful in this manner, she can be cited to be in violation of the state
statute.
The “Code” clearly describes the professional educator’s obligation to
students. Specifically, teachers must “recognize, respect and uphold the
dignity and worth of students as individual human beings.” Teachers are
obligated to deal justly and considerately with all students.
School districts develop policies to comply with legislation and the Code of
Professional Responsibility for Educators. Teachers who are found to be out
of compliance can be subject to written reprimand or dismissal.

Tacit approval by the teacher could encourage continued cruelty toward
the student outside of the classroom where there is greater opportunity
for escalation.
The student may feel physically and emotionally unsafe in the classroom or
school building which may negatively impact academic performance.
Some students may be mistrustful of the teacher, thinking that they could
be a future target of ridicule and cruelty if the teacher refuses to address
the behavior.
Parents and families may lose confidence in the effectiveness of Ms. H. as
their children’s teacher. Josh’s family could choose to pursue legal action
against the school district which may jeopardize the teacher’s continued
employment.

If Ms. H is experiencing continued frustration with one or more students’ behavior,
it is the responsibility of the teacher to request support from a colleague, school
counselor, social worker and/or building administrator.
Should a building administrator observe tacit approval of unacceptable behavior
by a teacher, the administrator would be obligated to provide immediate
assistance to the victimized student, counseling for the students engaging in the
ridiculing and further direction for the teacher.
Ms. H might want to contact Josh’s family and the families of the offending
students to maintain an open line of communication.
Develop/adopt district training for all teachers around creating a positive
classroom climate that encourages respectful and tolerant behavior. Current
legislation requires districts to engage teachers in these conversations to be in
compliance.

5. What are some classroom management strategies a teacher could employ to address a
situation such as this?
Facilitate discussions to learn what students are thinking, feeling and doing about
teasing and bullying. Involve students in developing a code of conduct for
acceptable behavior in and out of the classroom.
Ms. H should determine why Josh is having difficulty following directions in her
class. She could discuss his current behavior with previous teachers, as well as
other subject area teachers, to gather additional information that might initiate
some change in management strategies.
Ms. H, together with support colleagues, might discuss, model, and role play
conflict resolution strategies to allow all students to experience the role of bully,
victim and witness.
Establish a trusting relationship with students to encourage the sharing of
experiences within the bullying arena. Use a concerned and supportive approach
and carefully document the conversation.

Context for emotional bullying:
The harmful effects of bullying can include experiencing physical
symptoms and illnesses, poor school performance, and lowered
self-esteem. In extreme cases, bullying has been linked to violence
and suicide. There are ways to help those who inflict cruelty learn
better ways of interacting; to help those who are bullied learn
strategies for coping ; and to help witnesses learn to stand up to
being bullied and deprive them of an audience. If left unchecked,
mean spirited students get the message that cruel behavior is
acceptable to adults. Creating open lines of communication and
support networks at home and at school, teachers, parents, and
students can work together to create a safer school community.

Scenario #11
Cyberbullying
Mr. S, a sixth grade teacher, discovers that there is a Facebook group
called “I hate Jesse, ” a student in his fourth period art class. Some
students at school have been joining this group and posting negative
comments about Jesse. Recently, cell phone pictures have been taken and
posted of Jesse’s buttocks while she was walking in the hall. Three weeks
later, he notices other pictures appearing online in which Jesse’s face has
been Photoshopped® onto other inappropriate images.

The challenge for educators who are faced with an incident of
cyberbullying is to recognize its potential to escalate and its impact on the
victim, the bully and the educational community.
Mr. S has a professional responsibility to report knowledge of the Facebook
group to his building principal.
Legislation states that school districts must appoint a safe school
environment specialist/team in the building to develop policies and
procedures around cyberbullying while building and maintaining a positive
school culture. Mr. S may be able to access additional support from team
members to determine appropriate actions.
Mr. S has not intervened and the situation has escalated. Mr. S has a
responsibility to protect Jesse from emotional attacks.

Current legislation states that any type of bullying that creates a hostile
environment, infringes on the rights of students and substantially disrupts
the educational process is against the law.
The “Code” also addresses bullying in several sections specific to the
professional educator’s responsibility to students. The code asks teachers to
nurture a lifelong respect and compassion for themselves and other human
beings regardless of race, ethnic origin, gender, social class, disability,
religion or sexual orientation.
Districts should have a safe school environment plan in place that outlines
the policies and procedures for dealing with bullying situations.
A possible lawsuit could be brought against the cyberbully for defamation of
character or libel.

If the situation continues unreported, the consequences for Jesse can be
significant. Being constantly “e-connected” can leave some students
susceptible to victimization as well as act on mean intentions toward
others.
According to the Cyberbullying Research Center, targets of cyberbullying
report feeling depressed, sad, angry and frustrated. Feeling hurt both
physically and mentally has also been reported and has, at times, led to
suicide.
Students report being afraid or embarrassed to come to school. Research
also reports a link between cyber bullying and low self-esteem, family
problems, academic difficulties, school violence and delinquent behavior.
Teachers who be may aware of cyberbullying and fail to act upon the
knowledge could be perceived as complicit and/or liable for acts resulting in
student harm.

Mr. S should talk with Jesse to discuss her personal reactions and develop a plan for
ongoing school support.
Mr. S has an obligation do whatever it takes to legally, safely, and ethically prevent bullying
in his classroom.
Mr. S could teach his students how to respond to cyberbullying and discuss effective
strategies for dealing with situations. He could have ongoing talks with students about the
devastating effects of cyberbullying.
Mr. S should be well informed about his school’s bullying policy. If there isn’t a plan for the
school, he should ask how he can participate in developing one.
Victims of bullying are often fearful or embarrassed to come forward. By building a trusting
relationship with his students, Mr. S will encourage students to feel comfortable bringing
forward instances of bullying.
Contacting the parents of the student being bullied and letting them know exactly what is
happening and how Mr. S is handling it will assure them that he is watching out for his
students.

One of the keys to effective classroom management is to build trusting rapport with
students. Developing a climate of acceptance leads to students feeling connected.
Mr. S should have a classroom management plan that addresses bullying and he should
send a copy of it to parents along with the district policy which is likely to be included in the
student and family handbook.
Post clear computer use policies in the computer lab or at each computer work station to
remind students of the rules of acceptable use.
Mr. S can participate on the school’s bullying intervention committee recognizing that it is
critical to maintain a school climate of respect and integrity for all within the school
community and where violations result in clear consequences.
Research supports that the most preventative step that schools can take is to educate the
school community about responsible internet use. Mr. S needs to engage his students in
conversations to continually remind them that all forms of bullying are wrong and that
anyone who engages in threatening or harassing behaviors will be subject to disciplinary
actions that are clearly outlined.

Context:
"Cyberbullying" is defined as any act of bullying through
the use of the Internet, interactive and digital
technologies, cellular mobile telephones or other mobile
electronic devices or any electronic communications
according to most state statutes. Cyberbullying is different
from traditional bullying in terms of form and technique.
First, victims may not often know who the bully is or why
they are being targeted. Second, the hurtful actions of a
cyberbully can go viral resulting in a cyber-attack by many.
Third, cyberbullying can be done from a physically distant
location and finally, many adults lack the technological
know-how to monitor online activity.

Scenario #12
Physical Bullying
Mr. L would frequently catch his students’ high-fiving each other as they
made up names to describe a female student in their class who they
thought was unattractive. He would give students a disapproving look, but
their behavior didn’t stop. On more than one occasion, he witnessed them
kick her in the back of the knees or trip her. When the female student
complained to Mr. L, he explained to the student that this type of behavior
will stop if she simply ignores it.

Mr. L’s lack of attention to the students’ taunts could be
perceived as supportive of the behavior.
Since the female student has complained to Mr. L. about
the students’ behavior, Mr. L may be held responsible
should she be harmed in any way.
Mr. L may not be following district policy regarding the
reporting and documentation of cruelty witnessed toward
students.
Are there clear procedures in place for students to report
incidents of cruelty toward and from their peers?

Current legislation states that any type of bullying that creates a hostile
environment, infringes on the rights of students and substantially disrupts the
educational process is against the law.
The “Code” also addresses bullying in several sections specific to the
professional educator’s responsibility to students. The code asks teachers to
nurture a lifelong respect and compassion for themselves and other human
beings regardless of race, ethnic origin, gender, social class, disability, religion
or sexual orientation.
Districts should have a safe school environment plan in place that outlines the
policies and procedures for dealing with bullying situations.
In a severe case, should the female student report physical harm, assault
charges could be brought against the boys and possibly a report to supervisors,
law officers and/or State Dept. of Children & Families about the teacher’s
neglect to intervene.

Legal action could be taken against the boys, their families and
school personnel for failing to document and report.
Mr. L’s failure to take the female student’s complaint seriously may
send the message that a reported concern from a female student
does not warrant a reaction. Other female students could begin to
view this as discriminatory.
Should this female student be continuously victimized, she runs the
risk of experiencing long term effects which may include but not be
limited to low self-esteem, depression, poor academic performance,
exclusion from social circles, fearfulness and self-injurious behavior.

Mr. L needs to share his concerns with the school climate specialist, school
administrator, social worker, guidance counselor and/or other school personnel.
He must seek assistance to deal with the situation immediately.
Mr. L and all staff need to engage in district provided training around creating a
positive classroom climate that encourages respectful and tolerant behavior.
Current legislation requires districts to engage teachers in these conversations
through the development of a safe school environment plan that outlines the
policies and procedures for dealing with bullying situations.
Create a bullying intervention plan that implements immediate disciplinary
consequences for intimidation and aggressive behavior. The plan should include
training for students, families and school personnel to learn how to prevent,
detect and react to bullying. The plan should be created by staff, students and
families.

Involve students in establishing classroom rules of behavior. Students are more
likely to promote and follow the rules they helped to create.
Establish consequences for failing to abide by the established rules of behavior.
Hold regular classroom meetings so that students can clarify or change rules as
necessary.
Develop and/or use a curriculum that promotes positive assertiveness,
communication, respect for others, camaraderie and friendship within the
classroom.
Talk regularly with parents to inform them of how their child is behaving as well as
their performance in school. Inform parents of any bullying occurring to or from
their child, and discuss how actions taken to help their child are or are not
working.

Context for physical bullying:
The myth that schoolyard bullying is a rite of passage is,
fortunately, past. However, bullying continues to be pervasive in
our society. Bullying can take many forms and has been categorized
in many ways to include physical aggression, social alienation,
verbal aggression, intimidation and cyber bullying. Bullying can be
direct or indirect, overt or subtle and range in degree of severity.
Those who witness bullying can be traumatized as well and can be
afraid to report an incident and even participate in the bullying for
fear of being the next victim. Adults who witness bullying must
take on a responsible role to stop its occurrence. School personnel
must take an active role in engaging the community in developing
intervention programs to help reduce bullying and eventually
eliminate it altogether.

In Class Scenarios

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