Mrs K describes feeling frustrated, but unlike Mr P and Mr S her frustration is not with the child (Castleton) but with the adults in the system and the systems used within school. She depicts that it is these systems that are preventing change occurring and support for Castleton to meet his needs and help him achieve his full potential. It is apparent that Mr P and Mr S do not feel capable of maintaining control and their accounts contain a sense of feeling demoralised which supports the work of Pratt (1978) who explores the impact of disruptive children’s and challenging behaviour on teachers (like Mr P and Mr S). Mr P recognises that Ant has difficulties regulating his emotions, accepting blame and managing shame. Gerdhardt (2004) asserts that shame, although usually an uncomfortable feeling is developmentally important and part of a socialisation. However, Hughes (2004) work identifies child’s difficulties in managing shame in children with poor attachments; The poorly attached child habitually experiences pervasive shame that is intensified by discipline. When discipline is given without empathy, his shame is likely to intensify and trigger outbursts of rage (p.203) Unlike Mr P, Mr S does not seem to have an awareness of Castleton experiencing difficulties managing powerful emotions. Mr S describes his frustration with behaviour, despite the he made for Castleton’s ‘allowances’ him. Mr S views behaviour as defiant and describes how Castleton’s irritating Castleton is, particularly when he not to do his work. Mr ‘chooses’ S has not recognised handicapping James Castleton’s ‘self behaviours’. (1998) found this was not uncommon and that only a significant minority of teachers in her research were able to recognise such ‘self-handicapping and the importance some young people felt in the image they behaviours’ project. Mrs K, unlike Mr S can recognise potential and feels Castleton’s frustrated and powerless that current systems are preventing him from achieving his best. Mrs K acknowledges that Mr S is responsible for maintaining some of these systems (e.g. through his behaviour management techniques).
Mrs K describes feeling frustrated, but unlike Mr P and Mr S her frustration is not with the child (Castleton) but with the adults in the system and the systems used within school. She depicts that it is these systems that are preventing change occurring and support for Castleton to meet his needs and help him achieve his full potential. It is apparent that Mr P and Mr S do not feel capable of maintaining control and their accounts contain a sense of feeling demoralised which supports the work of Pratt (1978) who explores the impact of children’s disruptive and challenging behaviour on teachers (like Mr P and Mr S). Mr P recognises that Ant has difficulties regulating his emotions, accepting blame and managing shame. Gerdhardt (2004) asserts that shame, although usually an uncomfortable feeling is developmentally important and part of a child’s socialisation. However, Hughes (2004) work identifies difficulties in managing shame in children with poor attachments; The poorly attached child habitually experiences pervasive shame that is intensified by discipline. When discipline is given without empathy, his shame is likely to intensify and trigger outbursts of rage (p.203) Unlike Mr P, Mr S does not seem to have an awareness of Castleton experiencing difficulties managing powerful emotions. Mr S describes his frustration with Castleton’s behaviour, despite the ‘allowances’ he made for him. Mr S views Castleton’s behaviour as defiant and describes how irritating Castleton is, particularly when he ‘chooses’ not to do his work. Mr S has not recognised Castleton’s ‘self handicapping behaviours’. James (1998) found this was not uncommon and that only a significant minority of teachers in her research were able to recognise such ‘self-handicapping behaviours’ and the importance some young people felt in the image they project. Mrs K, unlike Mr S can recognise Castleton’s potential and feels frustrated and powerless that current systems are preventing him from achieving his best. Mrs K acknowledges that Mr S is responsible for maintaining some of these systems (e.g. through his behaviour management techniques).